| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COMPUTER ASSISTED READING INSTRUCTION": |
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Computer-Assisted Reading Instruction, 1999.
Evaluates its effectiveness, advantages & disadvantages compared to traditional methods, its effects on the teacher-student relationship and reading comprehension.
1,350 words (approx. 5.4 pages), 9 sources, $ 47.95
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From the Paper
" THE EFFECTIVENESS OF COMPUTER-ASSISTED INSTRUCTION FOR READING:
AN OPINION PAPER
Introduction
Computer-assisted instruction (CAI) consists of computer technologies that aid or assist education; these technologies include guided drill and practice exercises, computer visualization of objects, and computer-facilitated communication (Gifford, 1993). This paper examines computer-assisted instruction in terms of its effectiveness as an educational technology for reading, defending the position that CAI helps to improve reading but it has some definitive limitations, the most important of which is that the technology does not really produce the key reading component of comprehension.
The paper begins with a discussion of the general.."
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Computer-Assisted Instruction, 2008.
This paper discusses how computer-assisted instruction can aid in the teaching of language arts, focusing on the writer's personal experience with Skills Bank software.
1,125 words (approx. 4.5 pages), 2 sources, MLA, $ 38.95
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Abstract
This paper outlines computer-assisted instruction in the classroom, placing special attention upon the Skills Bank software this writer employs in her own work as a teaching aide working with high school students. The paper outlines the myriad benefits of the Skills Bank software and looks at how it serves to boost student self-confidence, enhance computer literacy, strengthen language arts skills, and does so without sacrificing high scholastic standards. Finally, the writer maintains that the software is excellent because it is also receptive to the needs of ESL students.
From the Paper
"Drawing upon my own knowledge of the software, I can state that the Skills Bank program allows for pre-test and post-test evaluations of students, provides numerous instructional and assignment options for both teachers (in the first instance) and students (in the second instance) and has the ability to produce comprehensive reports for teachers, students, and for school administrators. Not to be overlooked, the program interface is easy to use and students can usually utilize its various components without requiring the assistance of an instructor. In a related vein, the easy navigability of the program allows students to explore for themselves - something I have found to be a wonderful way of increasing their self-esteem. As an addendum, students learn to use the latest technology (and arguably the most important technology in our modern world) in a safe and supportive environment whenever they use Skills Bank software. "
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Computer-Assisted Instruction and Cooperative Learning, 1991.
This paper describes and compares computer-assisted instruction and cooperative Learning: Aims, techniques and successes.
1,125 words (approx. 4.5 pages), 8 sources, $ 39.95
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From the Paper
"Computer-assisted instruction and cooperative learning have both received a great deal of attention of late in the professional literature on teaching. However, despite the amount of material written on them, the two teaching strategies have had mixed results in adapting to the real world of schooling. The idea of computer-assisted instruction was introduced in the 1960s, when advances in technology first made computers in education possible. Unfortunately, the computers of that time were very large and difficult to use. However, in the 1980s, microcomputers were introduced to the American public. This revolution has made it possible for almost every school in the nation to start their own program for instruction by computer. Because of the-increased use of small computers in both home and school, there has also been a revolution in the types of software ... "
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Computer-assisted Instruction ( CAI ), 2000.
A proposed research to compare the effects of CAI vs. oral instruction for problem-solving with 5th & 6th graders.
2,025 words (approx. 8.1 pages), 8 sources, $ 71.95
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Abstract
Computer-assisted instruction" is a much-debated topic in educational circles, and there is a reasonable amount of confusion concerning just how efficacious the term is. Part of the difficulty lies in the expansiveness of the subject itself, since CAI can range from simple "click here" programs designed to teach color and word identification to pre-schoolers to complex interactive anatomy software designed for medical students.
From the Paper
"The Effects of Computer-Assisted Instructions
Versus Verbal Oral Instructions
Abstract
"Computer-assisted instruction" is a much-debated topic in educational circles, and there is a reasonable amount of confusion concerning just how efficacious the term is. Part of the difficulty lies in the expansiveness of the subject itself, since CAI can range from simple "click here" programs designed to teach color and word identification to pre-schoolers to complex interactive anatomy software designed for medical students.
At issue, also, in this term is whether the CAI is as effective as the normal verbal/oral/human teaching paradigm, or is, in fact, more efficient. This proposal details..."
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Computer Assisted Language Acquisition, 2004.
A review of three articles concerned with CALL (Computer Assisted Language Acquisition).
3,267 words (approx. 13.1 pages), 4 sources, MLA, $ 93.95
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Abstract
This paper examines how computers are now part of the foreign language classroom, how they assist instructors in the development of lessons and classroom materials and provide students with a supplementary form of instruction. It critically evaluates the efficacy of CALL (Computer Assisted Language Acquisition) through an examination of four research articles with a focus on the implications of the studies on SLA (Second Language Acquisition). The articles are "Evaluating the Integration of Technology and Second Language Learning" by Bonnie Adair-Hauck et al. , "Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom" by Mark Warschauer and "Computer Generated Error Feedback and Writing Process: A Link" by Judy F. Chan.
Outline
"Evaluating the Integration of Technology and Second Language Learning"
"Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom"
"Computer Generated Error Feedback and Writing Process: A Link"
Conclusion
From the Paper
"The primary purpose behind the Adair-Hauck et al' (1999) study was to test the hypothesis that students engaged in 'TELL components, in lieu of one class period a week would perform French tasks in all the skills as well as students meeting four times a week (p. 279).' Also under investigation was the potential effects TELL could have on foreign language motivation, how TELL influenced students perceptions of meeting their learning goals, how TELL modified the roles of teacher and learner, and, more generally, if TELL is an effective curricular design for achieving L2 development. The rationale behind the study came from the authors' assertion that few empirical CALL studies address the question, 'What kind of software, integrated how and into what kind of syllabus, at what level of language learning, for what kind of language learners, is likely to be effective for what specific purposes? "
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Repeated Reading Instruction, 2002.
The paper discusses how repeated reading instruction is a powerful and effective alternative for teaching reading to students with learning disabilities.
1,427 words (approx. 5.7 pages), 10 sources, MLA, $ 47.95
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Abstract
The paper examines the three methods for teaching reading-- phonics, whole language and repeated reading and then provides a comparative analysis of these three methods. The paper concludes that the impact of the repeated reading method in improving reading fluency, word recognition accuracy and reading comprehension makes it an effective alternative for teach learning disabled students .
From the Paper
"Many educators feel that phonics is the key for teaching early reading skills to children. They maintain that young students should learn the sounds for each letter and the rules that accompany many so they may become independent readers where they sound out unfamiliar words. While teaching phonics is still an important concept, one must also understand that the whole language approach is an exciting and interesting method designed to include all subjects when teaching reading. Students learn about science, social studies, and math while participating in their language arts lesson. There are also many supporters of the Balanced Program that combine teaching phonics in the whole language classroom environment."
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Computers in Reading Instruction, 1996.
Use & effectiveness, technology, programs, examples, graphics.
1,800 words (approx. 7.2 pages), 6 sources, $ 63.95
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From the Paper
"Computers can be effectively used as another teaching tool aimed at reading instruction. Some observers view computer technology as a force that will radically change instructional practice, almost replacing teachers. Others believe that computers are no substitute for teacher-student interaction. A position between these two extremes will place the computer in the classroom as a teacher and student time-saving tool, allowing students to proceed at their own paces, much as computer assisted instruction (CAI) did in the 1970s. Today, with the advent of sophisticated CD-ROM technology, students can interact with text in more meaningful contexts than could students in the 1970s, and CD-ROM technology will play an important part of reading instruction in the 1990s.
The least sophisticated type of computer reading practice is..."
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Computer Instruction, 2002.
The effects of computer-assisted instructions (CAI) versus verbal oral instructions.
1,652 words (approx. 6.6 pages), 10 sources, MLA, $ 53.95
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Abstract
"Computer-assisted instruction" is a much-debated topic in educational circles, and there is a reasonable amount of confusion concerning just how efficacious the term is. Part of the difficulty lies in the expansiveness of the subject itself, since CAI can range from simple "click here" programs designed to teach color and word identification to pre-schoolers to complex interactive anatomy software designed for medical students. At issue, also, in this term is whether the CAI is as effective as the normal verbal/oral/human teaching paradigm, or is, in fact, more efficient. This proposal details a testing method to solve some of the issues inherent in this question, and the information provided herein will be organized as follows. An introduction provides a brief literature review, which is followed by a methods section that details the proposed methodology.
From the Paper
"A great deal of cross-disciplinary academic literature discusses the benefits or negative aspects of teacher-centered instructional methods, which emphasize memorizing facts and completing traditional exercises that lead to foregone conclusions (Blake, Norman, Keane, Mueller, Cunnington, & Didyk, 1996; Kulik, Bangert, Williams, 1982).
Tulving & Schacter suggest that most students are exposed only to fragments of any particular subject because concepts are carefully divided among the traditional academic disciplines. In addition, many students perceive the information presented in their classes to be irrelevant to their lives (Flanagan & Blick, 1991)."
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Literacy Instruction and Reading Motivation, 2002.
An examination of the connection between literacy instruction and reading motivation in students with language learning difficulties.
2,205 words (approx. 8.8 pages), 5 sources, MLA, $ 68.95
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Abstract
This paper examines whether there is a connection between reading and motivation in literacy instruction. Literacy instruction programs have proven to students that developing reading and writing skills on an academic level can increase leadership, social and communication skills. The writer shows that once the students experience the advantages of expanding his or her literacy skills in ways that are important to him or her, then his or her learning is accelerated. Literacy instruction provides learning assistance more specifically than the average classroom environment. The paper also examines experiments which were conducted that tested the students' reading and writing motivation after an intense literacy-training program. This essay also proves how literacy training motivated students to expand students reading and writing skills.
From the Paper
"According to the 2001 edition of Digest of Education Statistics, student dropout rate due to literacy problems were primarily determined by race along with other predetermined factors. In the year of 1995, the average dropout rate among Hispanics were 2.7 percent, Blacks were 2.3 percent, and the dropout averages for Whites were between 1.5 and 1.6 percent (Snyder, 2001). Most experts agree that the Hispanic dropout rate were high because of his or her lack of motivation to learn how to read and write the English language. Before the requirements for specialized literacy instruction specialists were raised, Hispanics along with other cultures, were expected to learn how to read and write English as quickly and as fluently as Native Americans. Naturally, students from other cultures did not begin learn to read and write at the same time, but the students were expected to learn reading and writing at the same rate as peers of his or her age."
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Computer Assisted Instruction (CAI), 2001.
Examines effectiveness for children with disabilities through a review of contemporary research.
1,125 words (approx. 4.5 pages), 16 sources, $ 39.95
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From the Paper
"Computers are a part of the school system. They are a part of the daily lives of many middle-class American children. They are used for playing games, but also for teaching basic information and core curricula. How effective is computer-assisted instruction in the year 2000, particularly for those children with disabilities?
Review of the Literature
Contemporary research frequently focuses on comparing one type of computer-assisted instruction to another, rather than CAI with non- CAI instruction. It seems as though the value of CAI is a given, and researchers are strictly concerned with how effectively computers can be utilized (e.g. Wise et al., 1999; Quealy ..."
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Pre-School Reading Skills and Reading Achievement, 2002.
A critique of the article by Blatchford on the development of early reading skills and reading achievement.
3,900 words (approx. 15.6 pages), 7 sources, $ 142.95
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Abstract
The development of reading skills at early stage is a common topic in instructional psychology and education research. The development is traced in studies to determine predictors for the purpose of improving instruction at home and school. With important implications for early instructions, the development of early reading skills has clear effect on rising or declining interest in reading during more mature school years.
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Computer Method Education, 2002.
A look at whether computer-assisted learning is an effective method of instruction.
1,800 words (approx. 7.2 pages), 13 sources, MLA, $ 57.95
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Abstract
This report focuses on the use of computer-assisted learning (CAL) at the college level and analyzes whether or not the use is an effective way to educate tomorrow's people. It asks if the instructors are using the computer in an appropriate manner and if the use of computers in the classroom setting is beneficial to students or turning students into antisocial zombies.
From the Paper
"Another study done at the University of Phoenix found similar results. The University of Phoenix, which was founded as a traditional university in the sense of in-class instruction, has also become a very popular virtual college. The study done at the University of Phoenix compared two different classes student test scores one of which was an online class the other a traditional class. The results were very similar to that of Souder?s research, the students in the CAL class tended to score equal or above those students in the traditional class (Dixon, 1996). It is very interesting that at two different colleges with two different instructors, the results were similar. With the information before us it would appear safe to assume that the use of computer assisted learning is an effective method of instruction."
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Guided Reading vs. Ability Grouping, 2004.
This paper explores whether a guided reading approach is more effective than past practices of reading instruction.
2,245 words (approx. 9.0 pages), 12 sources, APA, $ 69.95
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Abstract
This paper explains the main criticisms of ability grouping practices, which refer to reading groups created by the teacher according to the size of the class, students' reading aptitudes, or the distribution of reading aptitudes within the class, are that such practices do not accomplish anything of benefit to students and that they fosters unequal opportunities for academic achievement among different groups of students. The author relates that the goal of guided reading is for instructors to provide an environment that will assist students in their progression toward independent, silent reading by fostering positive attitudes toward reading in students and by aiding students in the development of strategies to extract meaning from reading and to understand the reading process. The paper concludes that an approach that combines grouping strategies with guided reading practices may prove to be the most beneficial option for reading instruction.
Table of Contents
Ability Grouping
Guided Reading
A Combined Approach
Conclusion
From the Paper
"The Four Blocks approach used guided reading as a crucial component to its instructional strategy. Guided reading was known as the basal block, because the basal reader drove instruction at this level. There are several purposes of this block, including exposing children to a wide range of reading material, teaching strategies for comprehension and challenging children by providing increasingly more difficult reading material. Guided reading provides a base for the following blocks. However, it is difficult to target guided reading practices to students that represent various literacy levels, and inevitably some students are struggling while others are not challenged enough."
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Fluency Instruction, 2007.
This paper explores the utilization of reading fluency instruction for teachers throughout elementary school.
1,290 words (approx. 5.2 pages), 3 sources, MLA, $ 43.95
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Abstract
The paper relates that fluency instruction, which usually begins in the first grade, is a huge aspect of reading comprehension and a defining characteristic of a good reader. The paper discusses the options teachers have to teach fluency and assess children's fluency. The paper also explains how fluency instruction can be adapted for any elementary grade, including kindergarten level. Additionally, the paper provides important definitions associated with fluency instruction.
From the Paper
"Fluency is one of the most important aspects of reading. Without being able to read fluently, children will not comprehend the text, and will not develop a love of reading. There are so many different parts that go into fluency, including the alphabetic principle, blending, decoding, and sight words; by breaking the huge topic of fluency down into these little sections, it will be easier to teach and easier for the children to grasp and understand. Because of this reason, for the self-selected paper assignment, I chose fluency instruction as my topic. In the future, I want to teach second grade, and at this level, children are still developing their reading skills; I want to be able to understand how to make them love reading, and how to teach and assess their fluency. By encouraging them to read with expression and perfect their skills, hopefully my classroom will be a fun reading atmosphere."
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Reading With Dogs, 2007.
The paper examines the Reading Education Assistance Dogs (R.E.A.D.) program, a highly effective method for increasing literacy among children.
1,707 words (approx. 6.8 pages), 9 sources, MLA, $ 55.95
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Abstract
The paper discusses how the R.E.A.D program has been shown to help motivate young readers and build the confidence that is necessary during the learning process. The paper describes this innovative method where children read stories out loud to specially trained dogs. The paper reveals that children who participate in R.E.A.D. programs improve not only their reading skills, but also show improvement in other areas such as self-esteem, social skills, other school subjects, attendance and personal hygiene.
From the Paper
"The issue of literacy within teaching and education is one that must not be taken lightly. During the elementary school years, reading is among many of the skills that students must acquire, or else suffer from a lifelong disadvantage compared to other members of society. It is not speculation that if reading skills are not acquired during a child's early formative years; studies such as the one conducted by A. Castro-Caldas (et al 1998), published by the Oxford University Press, show scientifically that learning specific skills during childhood changes the functional organization of the brain. Findings included that illiterate subjects had more difficulty than literate subject with not just written language communication, but with oral language as well."
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