Supporting Fourth-Grade Students' Word Identification Using Application Software

Autor/inn/en	Moser, Gary P.; Morrison, Timothy G.; Wilcox, Brad
Titel	Supporting Fourth-Grade Students' Word Identification Using Application Software
Quelle	In: Reading Psychology, 38 (2017) 4, S.349-368 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2016.1278414
Schlagwörter	Quasiexperimental Design; Grade 4; Elementary School Students; Intervention; Computer Oriented Programs; Telecommunications; Handheld Devices; Word Recognition; Pretests Posttests; Teaching Methods; Reading Rate; Oral Reading; Accuracy; Reading Motivation; Spelling; Vocabulary; Reading Comprehension; Reading Tests; Measures (Individuals); Literacy Education; Experimental Groups; Control Groups; Gates MacGinitie Reading Tests; Motivation to Read Profile + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Computerprogramm; Telekommunikationstechnik; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading readiness; Reading speed; Lesegeschwindigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lesemotivation; Schreibweise; Wortschatz; Leseverstehen; Lesetest; Messdaten
Abstract	A quasi-experimental study examined effects of a 10-week word structure intervention with fourth-grade students. During daily 10-15-minute practice periods, students worked individually with mobile apps focused on specific aspects of word identification. Pre- and post-treatment assessments showed no differences in rate and accuracy of oral reading between groups that did and did not use the apps, with little effect on motivation to read. Some differences were found in level of texts read and in spelling favoring the intervention students. However, practical significance was found in gains in percentile rank scores on standardized vocabulary and comprehension measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01