Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers.

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The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 ... continued below

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Larson, Susan Hatlestad May 2007.

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  • Larson, Susan Hatlestad

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The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 kindergarten students of the survey participants. The treatment group worked in The Imagination Station program for a nine-week trial period. The control group members were 1385 kindergarten students from thirteen other schools in the same school district. The study found that teachers and administrators perceived that their students' improvement in literacy skills after using the program was good. The quasi-experimental portion of the study found that there was a statistical difference between the treatment and control groups on the composite literacy assessment score. The group membership variable could explain 1.4% of the variance in the students' literacy assessment scores. Based on the small effect size, there was no practical difference between the groups.

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  • May 2007

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  • Sept. 28, 2007, 9:59 p.m.

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  • July 1, 2015, 3:10 p.m.

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Larson, Susan Hatlestad. Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers., dissertation, May 2007; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc3651/: accessed May 27, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .