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|Title:||Story-Building With Computers: Effects on Reading Comprehension, Vocabulary, Attitude and Writing|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Language and Literature
|Abstract:||The study investigated the effects of writing-related software on reading comprehension, vocabulary, attitude, and writing. The researcher used the Nonequivalent Control Group Design with sixth grade students in regularly assigned reading classes in two rural schools.
Three goals were to discover whether significant gains were achieved in comprehension and vocabulary as a result of supplementing reading activities with computer-presented story-building; to determine whether students' attitudes towards reading changed positively as a result of story-building; and to observe whether students' writing skills developed as a result of writing interactive stories.
Participants were pre- and post-tested in comprehension, vocabulary, attitudes and writing. For each variable, group differences were analyzed. Differences between males and females who received the treatment were also investigated. Results were obtained from an analysis of covariance. No significant group differences were reported for comprehension, attitudes or writing. Significant group differences in favor of the control group were reported for vocabulary. No significant differences between males and females who received the story-building treatment were reported for comprehension, vocabulary or attitude. Significant differences between males and females who received the story-building treatment, in favor of the females, were reported for writing. These results led to the conclusion that including computer-presented story-building in the reading curriculum may be a valid activity; however, further research is indicated.
Recommendations for further research include replicating the study over a longer period of time; using tests that better measure the focus of the current reading curriculum; conducting ethnographic research to examine attitudes more closely; continuing to investigate male-female differences in computer-presented story-building; and correlating growth in various areas with time spent interacting with the software.
Implications for reading/writing instruction include the need to devote more time to teaching mapping; plan more structured sharing of stories; use mapping techniques for reading and writing across genres; pursue story-building for group instruction in reading and writing; and relate story-building more closely to traditional reading activities.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-15|