• Find People
  • Campus Map
  • PiratePort
  • A-Z
    • About
    • Submit
    • Browse
    • Login
    View Item 
    •   ScholarShip Home
    • Dissertations and Theses
    • Master's Theses
    • View Item
    •   ScholarShip Home
    • Dissertations and Theses
    • Master's Theses
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of The ScholarShipCommunities & CollectionsDateAuthorsTitlesSubjectsTypeDate SubmittedThis CollectionDateAuthorsTitlesSubjectsTypeDate Submitted

    My Account

    Login

    Statistics

    View Google Analytics Statistics

    THE EFFECTIVENESS OF COMPUTER-ASSISTED READING INTERVENTIONS FOR ELEMENTARY SCHOOL STUDENTS: A META-ANALYSIS

    View/ Open
    ROBINSON-MASTERSTHESIS-2021.pdf (518.5Kb)

    Show full item record
    Author
    Robinson, Samuel
    Access
    This item will be available on: 2023-05-01
    Abstract
    Underachievement in reading in the elementary years can lead to a number of risk factors and detrimental effects for students that persist throughout the lifespan (Gibson et. al., 2013; Armbruster, Lehr, & Osborn, 2001; Hernandez, 2011; Rumberger, 2011). With many school systems in our country facing a shortage of educators (Sutcher, Darling-Hammond, & Carver-Thomas, 2016), it is imperative that schools are armed with evidence-based interventions that are both effective and feasible to implement. Computer-assisted interventions (CAIs) may fit both criteria well, as they have a strong evidence base and can be implemented with multiple students at a time (Macaruso et al., 2006). The aim of this meta-analysis was to synthesize all available randomized-controlled-trials examining the effectiveness of reading CAIs. The results suggest that overall, reading CAI's have a statistically significant and positive effect on students' reading skills (d = 0.32). Additional analyses suggested that they are particularly effective for improving phonemic awareness (d = 0.39). Additional implications as well as limitations and suggestions for future directions are discussed.
    URI
    http://hdl.handle.net/10342/9146
    Subject
     CAI; computer-assisted intervention; phonemic awareness; phonics; reading intervention 
    Date
    2021-05-03
    Citation:
    APA:
    Robinson, Samuel. (May 2021). THE EFFECTIVENESS OF COMPUTER-ASSISTED READING INTERVENTIONS FOR ELEMENTARY SCHOOL STUDENTS: A META-ANALYSIS (Master's Thesis, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/9146.)

    Display/Hide MLA, Chicago and APA citation formats.

    MLA:
    Robinson, Samuel. THE EFFECTIVENESS OF COMPUTER-ASSISTED READING INTERVENTIONS FOR ELEMENTARY SCHOOL STUDENTS: A META-ANALYSIS. Master's Thesis. East Carolina University, May 2021. The Scholarship. http://hdl.handle.net/10342/9146. August 13, 2022.
    Chicago:
    Robinson, Samuel, “THE EFFECTIVENESS OF COMPUTER-ASSISTED READING INTERVENTIONS FOR ELEMENTARY SCHOOL STUDENTS: A META-ANALYSIS” (Master's Thesis., East Carolina University, May 2021).
    AMA:
    Robinson, Samuel. THE EFFECTIVENESS OF COMPUTER-ASSISTED READING INTERVENTIONS FOR ELEMENTARY SCHOOL STUDENTS: A META-ANALYSIS [Master's Thesis]. Greenville, NC: East Carolina University; May 2021.
    Collections
    • Master's Theses
    • Psychology
    Publisher
    East Carolina University

    xmlui.ArtifactBrowser.ItemViewer.elsevier_entitlement

    East Carolina University has created ScholarShip, a digital archive for the scholarly output of the ECU community.

    • About
    • Contact Us
    • Send Feedback