The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers

被引：7

作者：

Kasperski, Ronen ^{[2
,3
]}

Shany, Michal ^{[1
]}

Erez-Hod, Tal ^{[1
]}

Katzir, Tami ^{[1
]}

机构：

[1] Univ Haifa, Dept Learning Disabil & Special Educ, IL-31905 Har Hakarmel, Israel

[2] Shaanan Acad Religious Teachers Coll, Haifa, Israel

[3] Gordon Coll Educ, Haifa, Israel

来源：

RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING | 2019年 / 14卷 / 01期

关键词：

Reading intervention; Reading self-concept; RAN; Reading rate; Reading fluency; INDIVIDUAL-DIFFERENCES; CHILDREN; MOTIVATION; COMPREHENSION; DISABILITIES; ACHIEVEMENT; DIFFICULTIES; OUTCOMES; FLUENCY; MEMORY;

D O I：

10.1186/s41039-019-0102-7

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

While computerized reading programs were found to enhance reading skills, less is known about their influence on reading self-concept (RSC). The current study aimed to examine short- and long-term effects of two versions of a computerized reading acceleration program (RAP) on reading skills and reading self-concept. One hundred thirty Hebrew-speaking second to third grade students completed 6 months of training with a computerized reading program. The results revealed significant short-term effects in both conditions for RSC. Furthermore, at the posttest, RSC of struggling readers was significantly higher in comparison to the RSC of second to third grade struggling readers from an age-matched normative sample that did not receive the reading training. Importantly, these gains remained evident 6 months after training was completed.

引用

页数：19

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