The Effects of Computer-Based Language Arts

Programs On Primary Student

Performance and LearningKathryn Thomas

University of Maryland University College

EDTC 625

Many computer programs exist to educate and help children practice language arts skills, including:

Reading Decoding

Comprehension Writing

Language

Introduction

The type and quality of programs used and students’ specific needs affect program effectiveness, but the overall philosophy is that educational software programs are beneficial.

These programs complement classroom instruction, allow students to practice skills, and provide immediate individual feedback to the user.

Students work independently and gain a sense of accomplishment while using such programs (Lovell et al. 2009).

If students have the opportunity to use technology in a meaningful way, technology in education can have great effects.

Introduction

The multimedia capabilities of computers, especially text-to-speech capabilities and graphical representations, support the teaching of phonological awareness skills and letter names to young children or struggling readers assist in building vocabulary skills and improve reading fluency and comprehension (2009).

Software programs have been developed to teach and scaffold language arts skills.

Most primary teachers use computers for drill-and-practice activities.

Many of the programs are open-ended and allow for exploration. It is believed that if students have difficulty with word recognition,

fluency, and writing, software programs will provide much needed extra practice.

How Computer Software is used to Teach Reading and Writing Skills

Some of the assessed programs do not maintain skill development. Limited use of programs appears inconsistent with technology integration requirements.

Many software programs were created on what is thought to be decade-old technology and ideas, including the quality of the media (voice, graphics, and design interface) and program functions (such as tracking and reporting student performance and the flexibility of activities to allow for individual instruction) (2009).

Challenges Associated with Computer-Based Reading

Instruction

Phonics Alive 2: The Sound Blender is a program that teaches students the fundamental skills and phonological knowledge of blending sounds.

Phonics Alive 2: The Sound Blender is a successive package consisting of 12 modules, which are self- paced and interactive.

Each module contains an Introduction, Rhyming Exercises, Blending Exercises and a Keyboard Exercise to allow students to develop a fast paced blending process.

Phonics Alive 2: The Sound Blender

“The data from this study supports the notion that deficits in phonological processing among dyslexic primary students can be improved by systematic, computer-based training when delivered with cooperation between the home and school, and, supported by tutorial instruction” (2006).

The data also suggests that a larger scale evaluation of reading impaired students using Phonics Alive! 2: The Sound Blender would provide further evidence about the effectiveness of such computer-based training for dyslexic students.

Phonics Alive 2: The Sound Blender

Used successfully by millions of students, Waterford Early Learning is a comprehensive, computer-based curriculum designed to help children build the academic foundation necessary for a lifetime of learning.

Waterford Early Learning does not assume students have background knowledge or pre-literacy skills.

Starting with the basics, the program adapts automatically to give each student a learning experience that’s focused on his or her exact needs.

On-demand reporting gives teachers more insight into the learning process through in-depth analysis of a single student or a snapshot of the entire class.

Waterford Early Reading Program provides a complete language arts curriculum for young learners, covering crucial skills like phonemic awareness, phonics, text comprehension, vocabulary, print concepts, readiness skills, writing, and oral fluency ("Waterford institute," 2012).

Waterford Early Learning Reading Program (WERP)

WERP kindergartners were compared with comparison kindergartners, the WERP improvements were substantially and significantly greater (2006).

Usage of the WERP software was found to be directly associated with the reading goal amounts and pretest to posttest improvements in the goal amounts. It is essential to know that the greater the use of the WERP program, the greater the reading improvements.

Waterford Early Learning Reading Program (WERP)

Read, Write, and Type! Learning System is a reading software program that includes phonics, spelling, keyboarding and word processing.

It includes special features for students with learning disabilities, reading difficulties, or students learning English as a second language.

It is easy-to-use reading and assessment software and has engaging materials for learning to read and teaching reading.

Children are trained to hear the individual sounds in words and associate each sound with a letter and a finger stroke on the keyboard ("Talking fingers, inc.," ).

Children use their eyes, ears, mouths, and fingers to learn. This multi-sensory and motor method stimulates learning and helps children with all types of learning styles. Children will develop fluency by making thousands of letter-sound relations. Children are involved and motivated by the colorful characters, games, animations, and music.

Children's progress is measured and tracked by the program, which recommends activities to help them in the areas they are struggling. Children get immediate auditory and visual feedback to correct their mistakes. Parents and teachers can modify the program for different reading levels and goals. Children think and practice phonics repetitively as they spell meaningful words, sentences, and stories. Children sound out, read, and write any word they can say ("Talking fingers, inc.," ).

Read, Write, & Type!

In all three measures of the program (reading, writing, and spelling skills), there was significant growth over a two year study.

Therefore, Read, Write, & Type! can significantly improve the phonological awareness of students in at-risk situations (Ignatz, 2000).

The program is high- interest and can help children develop beginning reading, writing, and spelling skills. This recommendation is based on many observations.

“Read, Write, & Type! is well constructed and builds on the current ideas about the type of instruction that all children should have during the early elementary grades.

It makes use of story lines as well as interesting and challenging activities that are appealing to children so much so that children were observed not to mind going over levels that they did not complete successfully.

It provides opportunities for extra practice on specific skills for children who may learn more slowly than others” (2000).

In the application of a successful reading software program, Read, Write, & Type! should be complemented with a meaningful, traditional classroom environment.

Read, Write, & Type!

These studies have proven that computer-based reading programs are beneficial when integrated with reading and writing instruction in the traditional classroom.

Not only are they beneficial for practice and repetition, but they also increase motivation. “With the iPad [and other technologies], children are motivated to focus and pay attention for a longer period of time. Many children are visual learners, so the iPad appeals to their learning style" (Gold, 2012).

If students have the opportunity to use technology in a meaningful way, technology in education can have great effects.

Conclusion

Blythe, J. M. (2006). Computer-Based Phonological Skills Training for Primary Students with Mild to Moderate Dyslexia--A Pilot Study. Australian Journal Of Educational & Developmental Psychology, 639-49.

Cohen, A. L., Torgesen, J. K., & Torgesen, J. L. (1988). Improving speed and accuracy of word recognition in reading disabled children: An evaluation of two computer program variations. Learning Disability Quarterly, 11(4), 333-341. doi:10.2307/1510780

Gibson, L., Cartledge, G., & Keyes, S. E. (2011). A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students. Journal Of Behavioral Education, 20(4), 260-282.

Gold, R. (2012, March 25). Pr web. Retrieved from http://www.prweb.com/releases/prweb2012/3/prweb9324200

Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal Of Autism And Developmental Disorders, 25(5), 459-480. doi:10.1007/BF02178294

Ignatz, M. (2000). The Effectiveness of the Read, Write & Type! Program in Increasing the Phonological Awareness of First Grade Students.

References

Jones, K. M., Torgesen, J. K., & Sexton, M. A. (1987). Using computer guided practice to increase decoding fluency in learning disabled children: A study using the Hint and Hunt I program. Journal Of Learning Disabilities, 20(2), 122-128. doi:10.1177/002221948702000210 Jones, Z. (1993). Writing to Read: Computer-Assisted Instruction and Reading Achievement.  Lovell, M., & Phillips, L. (2009). Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades: Another Sobering Reality. Journal Of Research On Technology In Education, 42(2), 197-216.  Mitchell, M., & Fox, B. J. (2001). The effects of computer software for developing phonological awareness in low-progress readers. Reading Research and Instruction, 40(4), 315-332.  Phonics alive!. (2012). Retrieved from ttp://www.advancedsoftware.com.au/index.php/parents-home/76-phonics-alive-2-the-sound-blender  Powers, S., & Price-Johnson, C. (2006). Evaluation of the Waterford Early Reading Program in Kindergarten, 2005-06. Online Submission Robinson, M. E. (1988). The effects of guided discovery logo on sat performance of first grade students. Education, 109(2), 226.  

References

Sawyer, T. L. (1999, July 20). A Study of the Use of Reading Software in the Classroom.

Talking fingers, inc.. (n.d.). Retrieved from http://www.talkingfingers.com/readwritetype/RWT-learning-system.html

Torgesen, J. K., Waters, M. D., Cohen, A. L., & Torgesen, J. L. (1988). Improving sight-word recognition skills in LD children: An evaluation of three computer program variations. Learning Disability Quarterly, 11(2), 125-132. doi:10.2307/1510990

Waterford institute. (2012). Retrieved from http://www.waterford.org/products/early-learning/  Wentink, H. J., van Bon, W. J., & Schreuder, R. (1997). Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing. Reading And Writing, 9(3), 163-192. doi:10.1023/A:1007921805360 Wise, B. W., & Olson, R. K. (1992). How poor readers and spellers use interactive speech in a computerized spelling program. Reading And Writing, 4(2), 145-163. doi:10.1007/BF01027489 

References