Date of Award

3-1998

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Pam Adams

Abstract

The effects of using computer assisted instruction versus a more traditional approach to practice, i.e. flash cards and worksheets, to attain word recognition skills were investigated. A total of 20 students were rated on a pre-test and then assigned to one of two practice groups. The experimental group (10 students) practiced reading skills using Reader Rabbit II, a highly motivational drill and practice software program. The control group (10 students) practiced using worksheets and flash cards. When skills were compared at the end of the testing time, there was shown to be no statistically significant difference between the two modes of practice. However, attitudes of students tend to confirm the value of CAI, and observations indicate that using CAI may be beneficial in serving the needs of lower-achieving students.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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