Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: John V. Godbold (chair), Thomas G. Baer, Robert L. Fisher, R. Kay Moss, Kenneth H. Strand. Includes bibliographical references (leaves 118-125) and abstract. Also available in print.

This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.

This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.

This study was conducted to investigate mathematics and reading comprehension skill retention of Navy’s 1987 Functional Skills Program graduates over three to twelve month period immediately following training. Two separate studies were conducted. One studied math retention for a course using Computer-Assisted Instruction (CAI). The other study investigated a reading comprehension course using Personalized System Instruction (PSI). subjects (N = 97) were divided into four groups based on the length of time elapsed since graduation (3 to 12 months). The sample was the same for both courses, which ran concurrently for eight weeks. Subjects were primarily low academic achievers. The majority were male caucasians (median age 23) from low socio-economic background. A quasi-experimental design using pre-, post, and delayed posttest with a two-way within-subjects ANOVA (Achievement x Time) with repeated measures on the time factor was used to analyze the data. Fisher’s LSD tests were utilized in post hoc contrast of the group’s pre-, post and delayed posttest mean scores. Supplementary data collection and analysis conducted using an orally administered questionnaire suggested that many students were intimidated by computer-based instruction. They also reported that Navy related materials used in the PSI course were too easy to read and did not challenge the reader enough. A statistically significant increase was detected between the pretest and posttest of the math groups under the CAI treatment, indicating that learning took place from pre- to posttest. However, a significant decline was found in math skills over time (posttest to delayed), possibly due to the lack of opportunities for practice of those skills after the training. Likewise, the reading comprehension course using PSI modality produced evidence of a significant increase between pretest posttest scores. This treatment showed no evidence of significant changes over time in reading skills from posttest to delayed test. Practice effects of informal reading activities and the self-motivating effect of skill development were offered as explanatory mechanisms for sustaining these skills. / Ed. D.

The purpose of this study was to determine the effects of using computer-managed, integrated testing and skills software with individualized homework packets on the reading achievement and attitudes of at-risk students in a low achieving urban school. An additional purpose was to determine teacher attitudes toward using technology to deliver, measure, and manage instruction.

The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.