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|Title:||The effects of computer-based training with multiple theoretical perspectives on the analysis of cases of reading errors|
|Author(s):||Senior-Canela, Fernando Arturo|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Educational Psychology
Education, Teacher Training
Education, Technology of
Education, Curriculum and Instruction
|Abstract:||The development of problem-solving skills has long been an important instructional goal of academic programs. In the case of teacher education, research provides evidence for the demands for flexibility in teaching and for the importance of promoting flexibility during pre-service education. Current research suggests that flexibility can be developed by allowing learners to explore problems from multiple perspectives, but further empirical evidence is needed for this assertion.
The present study compared three versions of a computer software program designed to analyze cases of oral miscues from different theoretical perspectives in reading. A sample of 111 subjects was drawn from a large public university in Pennsylvania. Subjects were enrolled in required methods courses in language arts. The study was concerned with testing the hypothesis that students who are exposed to cases of oral reading errors interpreted from multiple perspectives would consider multiple perspectives when solving new cases.
Subjects read cases of children's oral reading miscues presented on the computer. Each case provided information about how practicing teachers interpreted and remediated these miscues. Following these examples, subjects were provided with four new post-treatment cases for them to analyze. Subjects' responses to cases were coded according to the type of perspective(s) used in the analysis of each case (phonics, sight-word, and/or whole language).
The results of the study indicate that regardless of treatment condition, using the program increased the average number of theoretical perspectives subjects used per case (except for one group of subjects with more course experience). Additional exposure to didactic instruction, with corresponding increases in conceptual knowledge, seems to have interfered with the acquisition of skill in flexibly applying new knowledge, although that hypothesis will require further test. The study raises crucial issues such as how soon flexibility notions need to be introduced in the curriculum and what some of the important considerations are in designing computer-based learning environments to facilitate flexibility.
|Rights Information:||Copyright 1992 Senior-Canela, Fernando Arturo|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9236592|