| Popis: |
Previous research suggests that computer assisted instruction can provide pedagogically sound instruction when learners utilize software with procedural fidelity. This study sought to extend previous research findings that the Reading Relevant and Culturally Engaging Stories (RACES) computer software program would improve the reading achievement of second graders with risk for reading failure. Reading RACES is designed to deliver a repeated reading intervention using culturally relevant literature. This study had duel purposes, which were to: (a) evaluate the effectiveness of RR on the oral reading fluency (ORF) and reading comprehension of the participants, and (b) determine to what degree students could effectively use the intervention monitoring solely by the librarian. Six second graders and the school librarian participated in this study. A multiple baseline probe across participants design within a theoretical framework of cultural relevance was employed to determine the effects of Reading RACES on ORF and comprehension. This study also used a descriptive analysis of the librarian’s ability to monitor student participants during the intervention. Procedural integrity was measured for the librarian and second graders. Results indicate a functional relationship between Reading RACES and student participants gains in ORF and comprehension. All students who participated in the study demonstrated gains in both generalization and maintenance probes. Procedural integrity data also revealed that participants (i.e., students and the librarian) were able to use and monitor the program with procedural integrity to the maximum extent enabled by the technology. These finding extend the research base for Reading RACES. Limitations, and directions for future research are also discussed. |
