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Teaching English with Technology, v14 n1 p9-22 2014

The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations (GLEs) in reading were enrolled into the computer emphasized reading program. An Analysis of Variance design determined if the students improved reading fluency as measured by the Victory 1000 Oral Reading Fluency test. The findings revealed a correlation between the students who used the Waterford Early Reading Program and reading achievement scores of the students enrolled in the traditional reading program.

Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Programs, English Language Learners, Elementary School Students, Grade 3, Reading Improvement, Reading Fluency, Program Effectiveness, Statistical Analysis, Oral Reading, Reading Tests, Correlation, Reading Achievement, Scores, Conventional Instruction, Comparative Analysis, Educational Legislation, Federal Legislation, Pretests Posttests, Second Language Instruction, Reading Comprehension

IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org





Autor: James, Laurie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2479&id=EJ1143396



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