The Effects of Technology on the On-Task Behavior and Reading Achievement of 5th Grade Learning Disabled Students

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dc.contributor.authorAlbaugh, Kristin C.
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-05-12T17:24:25Z
dc.date.available2016-05-12T17:24:25Z
dc.date.issued2009-12
dc.description.abstractThe 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.en_US
dc.format.extent38 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M26N2T
dc.identifier.urihttp://hdl.handle.net/11603/2820
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading (Elementary) -- Ability testing.
dc.subject.lcshTechnology -- Education.
dc.titleThe Effects of Technology on the On-Task Behavior and Reading Achievement of 5th Grade Learning Disabled Studentsen_US
dc.typeTexten_US

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