The Effects of Technology on the On-Task Behavior and Reading Achievement of 5th Grade Learning Disabled Students
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2009-12
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Masters of Education
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Abstract
The purpose of this study was to determine whether students benefit from technology embedded
instruction, in terms of on task behavior and reading fluency. The measurement tools utilized
were Voyager Passport level F running records. This study was quasi-experimental in design
and involved the use of a pre-tests and post-tests to compare data from March of 2009 before the
intervention was administered to data from June of 2009 after the intervention was complete.
Gains in reading achievement were not significant. However, the perceived rate of on task
behavior of students involved was greatly improved. Research in the area of technology and
reading intervention should continue given the influx of tools available to students and teachers.