Reading Achievement and Reading Efficacy Changes for Middle School Students With Disabilities Through Blended Learning Instruction
| Autor: | Jesse R. Pace, Daryl F. Mellard |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Self-efficacy
050103 clinical psychology Language arts media_common.quotation_subject education 05 social sciences 050301 education Special education Computer Science Applications Education Blended learning Reading (process) Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education media_common |
| Zdroj: | Journal of Special Education Technology. 31:156-169 |
| ISSN: | 2381-3121 0162-6434 |
| DOI: | 10.1177/0162643416660837 |
| Popis: | This study evaluated the effects of a blended learning instructional experience for sixth-grade students in an English/language arts (ELA) course. Students at two treatment schools participated in a blended learning instructional paradigm, and their ELA test scores were compared to one comparison school that used a face-to-face delivery. Other variables of interest were gender status, disability status, and student reading efficacy. The results of the analysis indicated that no significant changes in reading achievement were found that could be attributed solely to treatment versus comparison, to gender, or to disability status. Perhaps of greater significance to practitioners and researchers is the identification of person and programmatic-level factors that influence adoption and implementation of effective blended instruction. Implications are discussed. |
| Databáze: | OpenAIRE |
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