This study proposed to answer research questions about the efficacy of using computer-assisted instruction (CAI) to augment kindergarten emergent reading skills. Five assessment instruments were used to measure kindergarten students' emergent reading skills. In this quasi-experimental design (experimental school vs. control school), repeated measures were used (pretest and posttest). Change scores (posttest minus pretest) were calculated to run analyses. Morrow's Story Retelling was significant for the experimental group, p=.006. The Woodcock-Johnson Passage Comprehension (WJPC) subtest was significant for the interaction of group and type of kindergarten program, p=.005, meaning more children in full day programs and using CAI were reading and understanding passages. Unrelated to the hypotheses that were tested, the Phonological Awareness Test (PAT) was significant for culture, p=.006. Post Hoc results demonstrated significance between white students and English Language Learners (ELL) on the PAT, p=.003. The Concepts About Print Test was not found to be significant. No significances were found for the Woodcock-Johnson Letter/Word Identification subtest, either. In conclusion, CAI did have a positive impact on several measures of emergent reading skills. A Home Literacy Survey was completed by the parents of all participants. This survey provided extensive information about the type and frequency of literacy activities done in the students' homes to answer the research question concerning the value of home literacy activities in preparation for formal schooling. Significance was found for pretest scores on the WJPC, p=.004. The results were significant for Morrow's Story Retelling for change scores, p=.005. Conclusions can be drawn that literacy activities done in the home before coming to school do have an impact on reading/listening comprehension as measured by the WJPC and Morrow's Story Retelling. Finally, teachers in the experimental school were asked their opinions about CAI. They unanimously agreed that CAI was beneficial to students, especially low performing students. But reservations included the loss of class time to do computer lessons and the availability of a variety of CAI programs. There were also several complaints directed at the PLATO program examined in this study. The program was not user friendly for kindergarten children to operate independently, and there were reliability problems.College of Architecture / Department of Elementary Education

Thesis (M. P. A.)--Texas State University-San Marcos, 2004. / "Fall 2004." Includes bibliographical references (leaves 94-96).

Project (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2004. / Includes bibliographical references (p. 95-96).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Includes bibliographical references (leaves 173-182)

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 50-52). Also available via the Internet.

Thesis (M. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 62-65)

Thesis (Ph.D.)--University of Central Florida, 2008. / Advisers: Florian Jentsch, Stephen M. Fiore. Includes bibliographical references (p. 628-635).

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (M. Arch.)--University of Washington, 1997. / Includes printouts of pages from the World Wide Web site at: http://www.caup.washington.edu/Archimedia/thesis/home.htm. Includes bibliographical references (leaves [73]-76).