<p> Reading is a fundamental skill that is used throughout life and across various content areas as a means of attaining knowledge. Students struggle with the ability to understand written text. The purpose of this quantitative quasi-experimental study was to determine the degree of effectiveness of computer-assisted instruction on improving the reading achievement skills of eighth-grade students. The sample drawn from a South Florida middle school was randomly assigned to two groups of students and tested at the beginning and end of a nine-week period with the Diagnostic Assessment Test in order to assess growth. One group of students received computer-assisted instruction. The second group of students received traditional instruction. Reading achievement scores of students in the group that received the computer-assisted instruction were lower than those of their peers at pretest. The reading achievement score of both groups of students were the same at posttest. The use of computer-assisted instruction during reading instruction did not result in an increase of reading comprehension. Implications, limitations, and recommendations based on these findings are provided.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10979730 |
| Date | 04 April 2019 |
| Creators | Bri?as-Gomez, Jacqueline M. |
| Publisher | University of Phoenix |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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