Improving the Reading Comprehension of Middle School Students With Disabilities Through Computer-Assisted Collaborative Strategic Reading  

Oleh:

Kim, Ae-Hwa ; Vaughn, Sharon ; Klingner, Janette K. ; Woodruff, Althea L. ; Reutebuch, Colleen Klein ; Kouzekanani, Kamiar

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Remedial and Special Education vol. 27 no. 4 (2006), page 235-249.
Fulltext: 235.pdf (3.72MB)

Isi artikel

This study investigated the effects of computer-assisted comprehension practice using a researcher-developed computer program, Computer-Assisted Collaborative Strategic Reading (CACSR), with students who had disabilities. Two reading/ language arts teachers and their 34 students with disabilities participated. Students in the intervention group received the CACSR intervention, which consisted of 50-min instructional sessions twice per week over 10 to 12 weeks. The results revealed a statistically significant difference between intervention and comparison groups’ reading comprehension ability as measured by a researcher-developed, proximal measure (i.e., finding main ideas and question generation) and a distal, standardized measure (i.e., Woodcock Reading Mastery Test, Passage Comprehension). Effect sizes for all dependent measures favored the CACSR group. Furthermore, a majority of students expressed positive overall perspectives of the CACSR intervention and believed that their reading had improved.

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