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Computerized reading interventions and struggling readers in one mid-Atlantic school system
DISSERTATION

, Wilmington College , United States

Wilmington College . Awarded

Abstract

Finding educational solutions for students who did not learn to read through traditional methods has become extremely important in the current climate of high stakes testing. This study explores how computerized reading tutorial programs are perceived and being used in one mid-Atlantic school district. Specifically, it aims to determine whether a school system in a small rural area is making effective use of technological options to aid their "at-risk" readers. Survey research conducted in all schools within the system (N= 29) identified the practices used to determine how students are selected for participation in computerized reading tutorials, the types of software packages available at each school, and the ways that electronic interventions were funded. Additional qualitative data were gathered through subsequent open-ended interviews with school administrators and building coordinators.

This study found that standardized practices exist for the identification and treatment of secondary students who are not proficient in reading using two major computerized reading interventions, Reading 180 and Orchard. Elementary schools, however, continue to rely on traditional intervention methods with only about 1-2% of students with reading difficulties being given the opportunity to participate in the computerized reading interventions. Recommendation for a district wide policy on the funding and use of computerized reading interventions are included, as well as specific suggestions for future research.

Citation

Hill, P.A. Computerized reading interventions and struggling readers in one mid-Atlantic school system. Ph.D. thesis, Wilmington College. Retrieved May 19, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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