Computers in Reading Instruction
Greetings. The following materials are intended to provide an introduction to Computers in Reading Instruction in Elementary and Secondary Level. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Senem Yildiz
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
The Role of Computer Technology in Teaching Critical Reading
ERIC Digest: Guidelines for Computer Assisted Reading Instruction
Techlearning.Com - The Resource for Education Technology Leaders
Electronic School - A quarterly technology magazine for K-12 school leaders
Accelerated Reader Web Page
Elementary Education/ Language Arts - Reading Software for Immediate Success
Computers Helping Instruction and Learning Development
Exemplary Reading Instruction Practices - Elementary
Citations from ERIC Database - Elementary
AN: EJ636391
AU: Chambers,-Bette; Abrami,-Philip-C.; McWhaw,-Katherine; Therrien,-Michel-Charles
TI: Developing a Computer-Assisted Tutoring Program To Help Children at Risk To Learn To Read.
PY: 2001
SO: Educational-Research-and-Evaluation:-An-International-Journal-on-Theory-and-Practice; v7 n2-3 p223-39 Sep 2001
NT: Special issue titled "Educational Technology." Research funded by the Quebec Ministry of Education, the Social Sciences and Humanities Research Council of Canada, and the Chawkers Foundation.
DEM: *Computer-Uses-in-Education; *Educational-Technology; *Elementary-School-Students; *Reading-Instruction; *Tutoring-
DER: Beginning-Reading; Formative-Evaluation; High-Risk-Students; Primary-Education
AB: Developed and performed a formative evaluation of a computer assisted tutoring program to help students experiencing problems learning to read. Initial findings with 12 tutors and 25 first and second graders provide support for developing a program designed with "just in time" support for tutors and interactive activities for tutees based on material in their reading classes. (SLD)
AN: ED458738
AU: Wilder,-Lynn-K., ed.; Black,-Sharon, ed.
TI: Integrating Technology in Program Development for Children/Youth with E/BD.
PY: 2001
NT: Some figures are not available from ERIC. Project PEGS funded by a Georgia State Improvement Grant from U.S. Department of Education, Office of Special Education Programs (H323A990012; H32N990015); University of Georgia Developmental Therapy-Teaching Programs, College of Family and Consumer Sciences; and Development Therapy Institute, Inc.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED458738
DEM: *Behavior-Disorders; *Behavior-Modification; *Computer-Assisted-Instruction; *Educational-Technology; *Emotional-Disturbances; *High-Risk-Students
DER: Computer-Uses-in-Education; Computers-; Educational-Strategies; Elementary-Secondary-Education; Hypermedia-; Inservice-Education; Interactive-Video; Kinesthetic-Methods; Multimedia-Instruction; Postsecondary-Education; Reading-Instruction; Teaching-Methods
AB: This monograph highlights how educational technology can benefit students at risk of school failure, particularly students with emotional/behavioral disorders (E/BD). It discusses how technology can improve student motivation to learn, increase engagement in learning, improve academic outcomes, meet the needs of tactile/kinesthetic learners, link incarcerated youth with community support services, increase preservice teacher and inservice learning opportunities, and assist with instructional decision-making. The monograph includes six papers that present research-based technology solutions devised to meet the challenges of training professionals, program development for students with E/BD, and using technology in interventions for students with E/BD. Papers include: (1) "Introduction: Technology, The Great Equalizer" (Lynn K. Wilder); (2) "Project PEGS! Interactive CDs for Practice in Effective Guidance Strategies: Using Technology To Train Teachers in Applying Positive Behavioral Interventions" (Mary M. Wood and others); (3) "Using Interactive Media To Teach Behavior Intervention Planning" (Carl J. Liaupsin and others); (4) "Delivering 500 Provide and Practical Interventions through CD-ROM and Online Technologies" (Ray Beck); (5) "Use of PowerPoint To Increase Reading and Language Skills; A Research-Based Approach" (Francie Murry); and (6) "Hypermedia and Students with E/BD: Developing Untapped Talents and Fostering Success" (Matthew J. Mayer and Peter E. Leone). (Papers include references.) (CR)
AN: EJ630745
AU: Biggers,-Deborah
TI: The Argument against Accelerated Reader.
PY: 2001
SO: Journal-of-Adolescent-and-Adult-Literacy; v45 n1 p72-75 Sep 2001
DEM: *Computer-Uses-in-Education; *Literacy-; *Reading-Instruction; *Reading-Programs; *Technological-Advancement
DER: Elementary-Secondary-Education; Instructional-Effectiveness
AB: Addresses a concern that integrating packaged technology (such as Accelerated Reader) is taking precedence over maintaining theoretically sound instructional practices. Addresses several arguments against the use and effectiveness of the Accelerated Reader program. Challenges educators to read the results and analysis of the National Assessment of Educational Progress reading assessments and to look at other recognized reading programs. (SG)
AN: EJ629378
AU: Castellani,-John; Jeffs,-Tara
TI: Emerging Reading and Writing Strategies Using Technology.
PY: 2001
SO: TEACHING-Exceptional-Children; v33 n5 p60-67 May-Jun 2001
DEM: *Computer-Assisted-Instruction; *Computer-Software; *Disabilities-; *Internet-; *Reading-Instruction; *Writing-Instruction
DER: Computer-Uses-in-Education; Elementary-Secondary-Education; Literacy-; World-Wide-Web
AB: This article discusses teaching strategies for reading and writing using computer software and Internet-based electronic materials for students with disabilities. Different types of educational software are described, along with prereading strategies, reading activities, and postreading activities. A list of literacy links on the World Wide Web is provided. (Contains references.) (CR)
AN: EJ624594
AU: Underwood,-Jean
TI: A Comparison of Two Types of Computer Support for Reading Development.
PY: 2000
SO: Journal-of-Research-in-Reading; v23 n2 p136-48 Jun 2000
DEM: *Computer-Assisted-Instruction; *Integrated-Learning-Systems; *Reading-Instruction; *Tutoring-
DER: Comparative-Analysis; Elementary-Education; Multimedia-Instruction; Phonics-; Talking-Books; Whole-Language-Approach
AB: Presents evidence of learning outcomes in reading from the use of software incorporating two very different styles of learning, structured sub-skills tutoring (using an Integrated Learning System) versus free reading (using a talking book), but which both heavily exploit multimedia presentation. Shows that current debates about whole-word versus phonological skills teaching can be overshadowed by characteristics of the software. (SG)
AN: EJ623235
AU: Howell,-Richard-D.; Erickson,-Karen; Stanger,-Carol; Wheaton,-Joe-E.
TI: Evaluation of a Computer-Based Program on the Reading Performance of First Grade Students with Potential for Reading Failure.
PY: 2000
SO: Journal-of-Special-Education-Technology; v15 n4 p5-14 Fall 2000
DEM: *Beginning-Reading; *Computer-Assisted-Instruction; *Program-Effectiveness; *Reading-Difficulties; *Reading-Instruction; *Word-Recognition
DER: Computer-Software; Computer-Uses-in-Education; Elementary-Education; Grade-1; Phonology-; Primary-Education; Spelling-
AB: A study investigated the effects of a software-based early reading program on the early reading ability of 55 first-graders with disabilities or who had potential for reading failure. Results showed students showed dramatic improvements following the 16-week program, including the skills of phonemic awareness, spelling, and word identification. (Contains references.) (Author/CR)
AN: EJ603392
AU: Dawson,-Leisa; Venn,-Martha-L.; Gunter,-Philip-L.
TI: The Effects of Teacher versus Computer Reading Models.
PY: 2000
SO: Behavioral-Disorders; v25 n2 p105-13 Feb 2000
DEM: *Behavior-Disorders; *Computer-Uses-in-Education; *Emotional-Disturbances; *Reading-Ability; *Reading-Rate; *Teaching-Methods
DER: Elementary-Education; Teacher-Student-Relationship; Teaching-Models
AB: The effects of three conditions (no model, a teacher-presented reading model, and a computer-presented reading model) on the reading of four students with emotional or behavioral disorders, found the teacher model resulted in the greatest number of words read correctly per minute and the greatest percentage of words read correctly. (Contains references.) (Author/CR)
AN: ED443079
AU: Soe,-Kyaw; Koki,-Stan; Chang,-Juvenna-M.
TI: Effect of Computer-Assisted Instruction (CAI) on Reading Achieveme
NT: A Meta-Analysis.
CS: Pacific Resources for Education and Learning, Honolulu, HI.
PY: 2000
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443079
DEM: *Computer-Assisted-Instruction; *Reading-Achievement; *Reading-Instruction
DER: Classroom-Techniques; Elementary-Secondary-Education; Literature-Reviews; Meta-Analysis; Reading-Research
AB: Whether computer-assisted instruction (CAI) can improve reading achievement of students has been a crucial question addressed by studies in the past. This meta-analysis reviewed 17 research studies based on K-12 students and revealed that CAI does have a positive effect on reading achievement. Although the effects of CAI in the 17 studies were not homogeneous, there seems to be no particular study characteristic that might have caused the heterogeneity. Findings suggest computer applications to teach reading hold great promise as instructional tools. (Contains 8 tables of data, 4 figures, and 21 references. Attached is a list of the 17 studies reviewed.) (Author/NKA)
AN: ED442915
AU: Johnson,-Kirk-A.
TI: Do Computers in the Classroom Boost Academic Achievement? A Report of the Heritage Center for Data Analysis.
CS: Heritage Foundation, Washington, DC.
PY: 2000
AV: Heritage Foundation, 214 Massachusetts Avenue, N.E., Washington, DC 20002. Tel: 202-546-4400; Web site: http://www.heritage.org.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442915
DEM: *Academic-Achievement; *Computer-Uses-in-Education; *Reading-Achievement; *Reading-Instruction
DER: Elementary-Secondary-Education; National-Competency-Tests; Public-Schools; Sex-Differences; Teaching-Methods
AB: This report analyzes computer usage in the classrooms of teachers who are at least moderately well-prepared in the use of computers for reading instruction. Data from the 1998 National Assessment of Educational Progress (NAEP) database were used to analyze the influence of computers on academic achievement. The NAEP, which is administered in 4th, 8th, and 12th grade, provides test scores as well as background information on students, their teachers, and their school administrators. This analysis considered the effect of computers in the classroom by analyzing six factors: frequent in-class computer use by trained teachers; race and ethnicity; parents' educational attainment; number of reading materials in the home; free or reduced-price lunch participation; and gender. Results indicate that students with at least weekly computer instruction by well-prepared teachers do not perform any better on the NAEP reading test than do students who have less or no computer instruction. Variables such as race, income, home environment, and parents' college attendance are all significant factors in explaining differences in reading test scores. Girls score slightly higher than boys on the NAEP reading exam in 4th and
AN: EJ600975
AU: Case,-Carolyn; Truscott,-Diane-M.
TI: The Lure of Bells and Whistles: Choosing the Best Software To Support Reading Instruction.
PY: 1999
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v15 n4 p361-69 Oct-Dec 1999
NT: Theme: Addressing Barriers to Student Learning--Systemic Changes at All Levels.
DEM: *Computer-Assisted-Instruction; *Computer-Software-Evaluation; *Computer-Software-Selection; *Reading-Instruction
DER: Elementary-Education; Learning-Problems; Reading-Difficulties
AB: Argues educators need to identify software that will effectively support children with reading difficulties. Discusses: why computers should be used to aid struggling readers; what makes good software and why; and what software to select for classroom use. Contains an evaluation device that can be used by educators selecting software for classroom use. (RS)
AN: ED447436
TI: SuccessMaker.
CS: Education Commission of the States, Denver, CO.
PY: 1999
AV: Education Commission of the States, 707 17th St., #2700, Denver, CO 80202-3427. Tel: 303-299-3600; Web site: http://www.ecs.org.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED447436
DEM: *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Program-Content; *Reading-Instruction; *Reading-Programs
DER: Elementary-Education; Instructional-Materials; Preschool-Education; Program-Descriptions; Reading-Improvement; Reading-Research
AB: This paper provides an overview of SuccessMaker, a computer-based reading program that uses literature-based activities to focus on comprehension, vocabulary, phonics, and writing. Intended for use with students in prekindergarten through grade 8, the curriculum challenges students to apply knowledge from literature, content-area reading and interdisciplinary thematic units. SuccessMaker consists of computer-based courses that are designed to complement a classroom reading program with individualized instruction, strategy lessons, and resources and tools for enhancing reading comprehension skills. The main features of SuccessMaker include: standards-based content and instructional design; individualized instruction; continuous progress assessment; authentic literature; resources and tools; flexibility (teachers can customize instruction, and students can work as individuals or partners, focusing on reading skills, writing skills, or higher-order reading and thinking skills); bilingual options (for students learning to read and write in Spanish); parent and community involvement; and customized programs for special populations. SuccessMaker reading programs are currently (1999) being used in more than 16,000 schools nationwide, approximately two-thirds of them elementary schools. Sections of the paper discuss background, philosophy and goals, program components, evidence of effectiveness, professional development and support, implementation, costs, considerations, contact information, and policy issues and questions. (SR)
AN: ED443784
AU: Hyerle,-David
TI: A Field Guide to Using Visual Tools.
CS: Association for Supervision and Curriculum Development, Alexandria, VA.
PY: 2000
AV: Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714; Tel: 703-578-9600 or 800-933-ASCD; Fax: 703-575-5400; Web site: http://www.ascd.org ($19.95 members, $23.95 nonmembers).
NT: For related document on visual tools, see ED 399 257.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Brainstorming-; *Computer-Uses-in-Education; *Thinking-Skills; *Visualization-
DER: Brain-; Cognitive-Mapping; Cognitive-Processes; Computer-Software; Constructivism-Learning; Elementary-Secondary-Education; Higher-Education; Information-Processing; Learning-Strategies; Metacognition-; Reading-Comprehension; Reading-Instruction; Teaching-Methods; Writing-Skills
AB: This book examines the practical application of visual tools such as brainstorming webs, task-specific organizers, and thinking-process maps. Graphic overviews map the big picture for each chapter and synthesize the key information about each type of tool. Stories, quotes, and insights from parents, students, teachers, administrators, brain researchers, and software developers illustrate how they use visual tools in their everyday work. A complete chapter on thinking maps (eight visual tools based on fundamental thinking skills) and software explicitly shows how these tools have brought about changes in students' reading comprehension and writing from kindergarten through college and into the workplace. The seven chapters are: (1) "The Mapping Metaphor"; (2) "The Networking Brain and Mind"; (3) "Webs of Creativity"; (4) "The Organizing Mind"; (5) "Thinking-Process Patterns"; (6) "Thinking Maps for Reading Minds"; and (7) "Change Patterns." (Contains 89 bibliographic references.) (SM)
AN: ED438534
AU: Wepner,-Shelley-B., ed.; Valmont,-William-J., ed.; Thurlow,-Richard, ed.
TI: Linking Literacy and Technology: A Guide for K-8 Classrooms.
CS: International Reading Association, Newark, DE.
PY: 2000
AV: International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Publication number 258-836: $19.96 members, $24.95 nonmembers). Web site: http://www.reading.org.
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED438534
DEM: *Computer-Uses-in-Education; *Educational-Technology; *Literacy-; *Reading-Instruction; *Writing-Instruction
DER: Elementary-Education; Lesson-Plans; Spelling-; Vocabulary-Development; Word-Recognition
AB: Based on the idea that instruction should drive technology, and not vice versa, this book shares ideas, options, and opportunities for using technology in the classroom. Vignettes and examples of classroom uses of technology are presented throughout the book to highlight concepts and help teachers support literacy goals. The essays in the book offer lesson plans that can be used with one or more computers in the classroom or in computer labs. Each lesson plan includes objectives, materials, activities, and assessments that teachers can adapt easily for use in other classrooms. Chapters in the book are: (1) "Using Technology to Support Literacy Learning" (William J. Valmont and Shelley B. Wepner); (2) "How Do I Begin to Use Technology in My Classroom?" (Richard Thurlow); (3) "Using Technology to Support Word Recognition, Spelling, and Vocabulary Acquisition" (Barbara J. Fox and Mary Jane Mitchell); (4) "Using Technology for Reading Development" (Shelley B. Wepner and Lucinda C. Ray); (5) "Using Technology for Writing Development" (Jane E. Sullivan and Jean Sharp); (6) "Using Technology for Content Area Literacy" (Betty D. Roe); (7) "What Do Teachers Do in Technology-Rich Classrooms?" (William J. Valmont); and (8) "Is Technology Worth My Professional Time, Resources, and Efforts?" (Ernest Balajthy). An appendix lists addresses of 45 software companies. (RS)
AN: EJ604952
AU: Schetz,-Katherine-F.; Dettmar,-Elizabeth
TI: Collaborating with Technology for At-Risk Readers.
PY: 2000
SO: TEACHING-Exceptional-Children; v32 n4 p22-26 Mar-Apr 2000
NT: Theme Issue: Making Technology Work for You.
DEM: *Computer-Assisted-Instruction; *Program-Implementation; *Reading-Difficulties; *Reading-Instruction; *Reading-Strategies
DER: Computer-Software; Computer-Uses-in-Education; Elementary-Education; Needs-Assessment; Program-Development; Student-Motivation
AB: This article describes Technology Option for At-Risk Readers (TOARR), a program that uses technology to help students with reading difficulties. The program uses specialized reading software plus a host of motivating reading activities to encourage reading. Steps in developing the TOARR needs assessment and implementing the program are discussed. (Contains references.) (CR)
AN: EJ604252
AU: Dupont,-Stephen
TI: Hard Hitters!
PY: 2000
SO: Instructor-; v109 n6 p88-92 Mar 2000
DEM: *Computer-Uses-in-Education; *Computers-; *Educational-Technology
DER: Elementary-Secondary-Education; Reading-Instruction; Science-Education
AB: Presents a selection of computers and peripherals designed to enhance the classroom. They include personal digital assistants (the AlphaSmart 30001R, CalcuScribe Duo, and DreamWriter IT); new Apple products (the iBook laptop, improved iMac, and OS 9 operating system); PC options (new Gateway and Compaq computers); and gadgets (imagiLab, the QX3 Computer Microscope, and Launch Pad). (SM)
AN: EJ604251
AU: Kloza,-Brad
TI: Star Software.
PY: 2000
SO: Instructor-; v109 n6 p82-86 Mar 2000
DEM: *Computer-Software; *Computer-Uses-in-Education; *Educational-Games
DER: Beginning-Reading; Class-Activities; Computer-Games; Elementary-Secondary-Education; Learning-Activities; Mathematics-Education; Reading-Instruction; Science-Education; Social-Studies; Spelling-Instruction; Teaching-Methods; Writing-Instruction
AB: Presents a collection of computer software programs designed to spark learning enthusiasm at every grade level and across the curriculum. They include Reader Rabbit's Learn to Read, Spelling Power, Mind Twister Math, Community Construction Kit, Breaking the Code, Encarta Africana 2000, Virtual Serengeti, Operation: Frog (Deluxe), and My First Amazing Science Explorer. The article includes teachers' favorite programs. (SM)
AN: ED447420
TI: Accelerated Reader.
CS: Education Commission of the States, Denver, CO.
PY: 1999
AV: Education Commission of the States, 707 17th St., #2700, Denver, CO 80202-3427. Tel: 303-299-3600; Web site: http://www.ecs.org.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED447420
DEM: *Individualized-Reading; *Instructional-Effectiveness; *Reading-Programs
DER: Computer-Assisted-Instruction; Elementary-Secondary-Education; Instructional-Materials; Program-Content; Program-Descriptions; Reading-Motivation; Reading-Research; Student-Motivation
AB: This paper provides an overview of Accelerated Reader, a system of computerized testing and record-keeping that supplements the regular classroom reading program. Accelerated Reader's primary goal is to increase literature-based reading practice. The program offers a computer-aided reading comprehension and management program intended to motivate students to read more and better books, believing that students who read well will do better in all other subjects. Accelerated Reader is currently used in approximately 43,000 schools throughout the United States. While the program is available for K-12, most of the sites using it are elementary and middle schools. Sections of the paper discuss background, philosophy and goals, program components, evidence of effectiveness, professional development and support, implementation, costs, considerations, contact information, and policy issues and questions. (SR)
AN: ED442111
AU: Beavis,-Catherine
TI: Literacy, English, and Computer Games.
PY: 1999
NT: Paper presented at the Biennial Conference of the International Federation for the Teaching of English (University of Warwick, England, UK, July 7-10, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442111
DEM: *Classroom-Environment; *Computer-Games; *Computer-Literacy; *Computer-Uses-in-Education; *English-Curriculum; *Student-Participation
DER: Elementary-Secondary-Education; Reading-Achievement; Sex-Differences
AB: A study examined the incorporation of computer games into English classrooms, seeking to explore computer games as text, players' engagement with them, literacies needed, and the interchangeability of traditional and newer technology. Subjects were students enrolled in a coeducational private middle school or a state secondary school, and used two particular computer games that teachers had integrated into English instruction. Results indicated that: (1) digital literacy and the English curriculum can coexist; (2) classroom dynamics were high; (3) logistic difficulties arose; (4) boys were involved most, but in some cases girls were involved equally; and (5) students improved their reading achievement. Findings suggest that the reconstruction of the English classroom needs to proceed in ways that enfranchise all students and that are hospitable to high aspirations. (Contains 41 references.) (EF)
AN: EJ601137
AU: Hallett,-Terry-L.
TI: Multimedia Materials for Language and Literacy Learning.
PY: 1999
SO: Reading-Horizons; v40 n2 p147-58 1999
DEM: *Computer-Assisted-Instruction; *Computer-Software; *Learning-Disabilities; *Multimedia-Materials; *Optical-Data-Disks; *Reading-Instruction
DER: Class-Activities; Elementary-Secondary-Education; Internet-
AB: Introduces educators to inexpensive, commercially-available CD-ROM software that combines speech, text, graphics, sound, video, animation, and special effects that may be incorporated into classroom activities for both normally developing and language learning disabled children. Discusses three types of multimedia CD-ROM products: (1) virtual adventures; (2) electronic storybooks; and (3) desktop tools. (SC)
AN: EJ573320
AU: Ediger,-Marlow
TI: Issues and Technology Use in Reading Instruction.
PY: 1998
SO: Reading-Improvement; v35 n3 p137-44 Fall 1998
DEM: *Classroom-Environment; *Computer-Uses-in-Education; *Internet-; *Reading-Instruction
DER: Elementary-Education
AB: Considers issues regarding technology use in reading instruction, issues such as technology and the young learner, software issues, using the Internet, and the classroom environment for reading. (PA)
AN: EJ565423
AU: Sherman,-Gale-W.; Ammon,-Bette-D.
TI: Children's Literature in Cyberspace.
PY: 1998
SO: Book-Links; v7 n4 p58-63 Mar 1998
NT: Journal availability: Book Links, 434 W. Downer, Aurora, IL 60506.
DEM: *Childrens-Literature; *Computer-Uses-in-Education; *Curriculum-Enrichment; *Resource-Materials; *World-Wide-Web
DER: Computer-Oriented-Programs; Elementary-Education; Learning-Activities; Listservs-; Reading-Instruction
AB: Describes Web-site resources for children's literature. Discusses sites that provide users with information for matching books with readers; children's literature listservs; and sites with ideas for enhancing the curriculum with literature activities. Demonstrates how children's books and Web sites can be used together in the classroom. (AEF)
AN: EJ560682
AU: Greene,-Beth-G.
TI: Computers Can Help You Teach Reading (ERIC).
PY: 1997
SO: Ohio-Reading-Teacher; v31 n2 p55-57 Spr 1997
DEM: *Computer-Assisted-Instruction; *Computer-Uses-in-Education; *Reading-Instruction
DER: Elementary-Education; Instructional-Effectiveness; Reading-Research
AB: Presents annotations from the ERIC database of nine journal articles, reports, and conference papers (published between 1991 and 1995) on computers and reading instruction. Notes that computers can be a useful tool, but warns teachers to be cautious in accepting the computer as the solution for all reading problems. Lists seven web sites. (RS)
AN: EJ624675
AU: Bruce,-Bertram-C.
TI: Critical Issues: Literacy Technologies: What Stance Should We Take?
PY: 1997
SO: Journal-of-Literacy-Research; v29 n2 p289-309 Jun 1997
DEM: *Computer-Uses-in-Education; *Internet-; *Literacy-; *Reading-Research; *Teacher-Attitudes; *Technological-Advancement
DER: Elementary-Education
AB: Considers the stance of literacy educators and researchers toward technology, and where technology is with respect to other concerns about reading and writing processes, learning, multiculturalism, texts, assessment, and socio-cultural contexts. Concludes that technologies do not oppose, replace, enhance, or otherwise stand apart from literacy, but rather, they are part and parcel of it. (SG)
Citations from ERIC Database - Secondary
AN: ED458529
AU: Burke,-Jim
TI: Illuminating Texts: How To Teach Students To Read the World.
PY: 2001
AV: Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($22). Tel:800-793-2154 (Toll Free). Web site: http://www.heinemann.com.
NT: An accompanying Web site can be found at http://www.englishcompanion.com.
PR: Document Not Available from EDRS.
DEM: *Classroom-Techniques; *Computer-Assisted-Instruction; *Critical-Reading; *Internet-; *Reading-Instruction
DER: Language-Arts; Secondary-Education; State-Standards; Teacher-Role; Visual-Literacy
AB: Today's students face a barrage of competing texts in many different forms and media, and it is now up to teachers to help students determine not only "what" should be read but "how" it should be read. This book addresses this issue. The book explores the idea of "textual intelligence"; offers both practical and theoretical information on teaching and reading; and explains how to incorporate the newest ideas and techniques into actual classroom practice. It also presents an argument on teaching what students will need to know, and be able to do, in the future. Each chapter has a clear focus--e.g., Reading the World; Reading the Internet; Reading Textbooks; Reading a Test; Reading Literature; Reading Information; Reading Images--and all follow a similar format, including background information and rationale, standards connections, questions to ask, classroom connections, elements of the text, and additional resources. Appendixes contain: Works Cited; Evaluating a Web Site; Textbook Evaluation; Reading Standards across Disciplines; Literacy Time Line; "Reading Reminders" Table of Contents; California Language Arts Content Standards (Grades 9-10); and California Language Arts Standards (Grades 10-11). (NKA)
AN: EJ615302
AU: Lynch,-Lisa; Fawcett,-Angela-J.; Nicolson,-Roderick-I.
TI: Computer-Assisted Reading Intervention in a Secondary School: An Evaluation Study.
PY: 2000
SO: British-Journal-of-Educational-Technology; v31 n4 p333-48 Oct 2000
DEM: *Computer-Assisted-Instruction; *Educational-Technology; *Instructional-Effectiveness; *Literacy-; *Reading-Improvement; *Reading-Skills
DER: Computer-Oriented-Programs; Elementary-Secondary-Education; Reading-Instruction; Skill-Development
AB: RITA (Reader's Interactive Teaching Assistant) is a computer-based literacy support system that assists, rather than replaces, the teacher in providing support tailored to each child's profile of reading attainments. This study evaluated the effectiveness of RITA in secondary school with 8 children having very seriously disadvantaged literacy skills. The RITA intervention over a 10-week period led to effective and cost-effective literacy gains. (Contains 40 references.) (AEF)
AN: EJ611303
AU: Hall,-Tracey-E.; Hughes,-Charles-A.; Filbert,-Melinda
TI: Computer Assisted Instruction in Reading for Students with Learning Disabilities: A Research Synthesis.
PY: 2000
SO: Education-and-Treatment-of-Children; v23 n2 p173-93 May 2000
DEM: *Computer-Assisted-Instruction; *Learning-Disabilities; *Program-Effectiveness; *Reading-Instruction; *Teaching-Methods
DER: Computer-Uses-in-Education; Elementary-Secondary-Education; Reading-Comprehension; Word-Recognition
AB: A review of 17 studies on computer assisted instruction (CAI) in reading interventions for students with learning disabilities found most CAI programs employed drill and practice procedures, followed by strategy instruction, then simulation. The focus was split between word recognition and reading comprehension, followed by language/vocabulary, then prereading skills instruction. (Contains extensive references.) (CR)
AN: ED443079
AU: Soe,-Kyaw; Koki,-Stan; Chang,-Juvenna-M.
TI: Effect of Computer-Assisted Instruction (CAI) on Reading Achieveme
NT: A Meta-Analysis.
CS: Pacific Resources for Education and Learning, Honolulu, HI.
PY: 2000
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443079
DEM: *Computer-Assisted-Instruction; *Reading-Achievement; *Reading-Instruction
DER: Classroom-Techniques; Elementary-Secondary-Education; Literature-Reviews; Meta-Analysis; Reading-Research
AB: Whether computer-assisted instruction (CAI) can improve reading achievement of students has been a crucial question addressed by studies in the past. This meta-analysis reviewed 17 research studies based on K-12 students and revealed that CAI does have a positive effect on reading achievement. Although the effects of CAI in the 17 studies were not homogeneous, there seems to be no particular study characteristic that might have caused the heterogeneity. Findings suggest computer applications to teach reading hold great promise as instructional tools. (Contains 8 tables of data, 4 figures, and 21 references. Attached is a list of the 17 studies reviewed.) (Author/NKA)
AN: EJ601137
AU: Hallett,-Terry-L.
TI: Multimedia Materials for Language and Literacy Learning.
PY: 1999
SO: Reading-Horizons; v40 n2 p147-58 1999
DEM: *Computer-Assisted-Instruction; *Computer-Software; *Learning-Disabilities; *Multimedia-Materials; *Optical-Data-Disks; *Reading-Instruction
DER: Class-Activities; Elementary-Secondary-Education; Internet-
AB: Introduces educators to inexpensive, commercially-available CD-ROM software that combines speech, text, graphics, sound, video, animation, and special effects that may be incorporated into classroom activities for both normally developing and language learning disabled children. Discusses three types of multimedia CD-ROM products: (1) virtual adventures; (2) electronic storybooks; and (3) desktop tools. (SC)
AN: EJ560861
TI: Electronic School.
PY: 1998
SO: American-School-Board-Journal; v185 n1 pA1-A40 Jan 1998
DEM: *Computer-Software; *Computer-Software-Selection; *Computer-Uses-in-Education; *Educational-Technology
DER: Censorship-; Crime-; Elementary-Secondary-Education; Internet-; Professional-Development; Reading-Instruction; Science-Education; Technological-Advancement
AB: Describes the effectiveness of censoring software, the Global Learning and Observations to Benefit the Environment (GLOBE) program, virtual book reports, technology uses in language-arts instruction, the latest school-technology information, and strategies for dealing with kids who send threats on the Internet. (LMI)
 Computers In English - Language Arts |
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
