The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers
Abstract While computerized reading programs were found to enhance reading skills, less is known about their influence on reading self-concept (RSC). The current study aimed to examine short- and long-term effects of two versions of a computerized reading acceleration program (RAP) on reading skills...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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The Asia-Pacific Society for Computers in Education (APSCE)
2019-06-01
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| Series: | Research and Practice in Technology Enhanced Learning |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41039-019-0102-7 |
| _version_ | 1797711700228571136 |
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| author | Ronen Kasperski Michal Shany Tal Erez-Hod Tami Katzir |
| author_facet | Ronen Kasperski Michal Shany Tal Erez-Hod Tami Katzir |
| author_sort | Ronen Kasperski |
| collection | DOAJ |
| description | Abstract While computerized reading programs were found to enhance reading skills, less is known about their influence on reading self-concept (RSC). The current study aimed to examine short- and long-term effects of two versions of a computerized reading acceleration program (RAP) on reading skills and reading self-concept. One hundred thirty Hebrew-speaking second to third grade students completed 6 months of training with a computerized reading program. The results revealed significant short-term effects in both conditions for RSC. Furthermore, at the posttest, RSC of struggling readers was significantly higher in comparison to the RSC of second to third grade struggling readers from an age-matched normative sample that did not receive the reading training. Importantly, these gains remained evident 6 months after training was completed. |
| first_indexed | 2024-03-12T07:10:55Z |
| format | Article |
| id | doaj.art-2728735e45c541f9a227d2df94b54aaa |
| institution | Directory Open Access Journal |
| issn | 1793-7078 |
| language | English |
| last_indexed | 2024-03-12T07:10:55Z |
| publishDate | 2019-06-01 |
| publisher | The Asia-Pacific Society for Computers in Education (APSCE) |
| record_format | Article |
| series | Research and Practice in Technology Enhanced Learning |
| spelling | doaj.art-2728735e45c541f9a227d2df94b54aaa2023-09-02T23:07:44ZengThe Asia-Pacific Society for Computers in Education (APSCE)Research and Practice in Technology Enhanced Learning1793-70782019-06-0114111910.1186/s41039-019-0102-7The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readersRonen Kasperski0Michal Shany1Tal Erez-Hod2Tami Katzir3Shaanan Academic Religious Teachers’ CollegeDepartment of Learning Disabilities and Special Education, University of HaifaDepartment of Learning Disabilities and Special Education, University of HaifaDepartment of Learning Disabilities and Special Education, University of HaifaAbstract While computerized reading programs were found to enhance reading skills, less is known about their influence on reading self-concept (RSC). The current study aimed to examine short- and long-term effects of two versions of a computerized reading acceleration program (RAP) on reading skills and reading self-concept. One hundred thirty Hebrew-speaking second to third grade students completed 6 months of training with a computerized reading program. The results revealed significant short-term effects in both conditions for RSC. Furthermore, at the posttest, RSC of struggling readers was significantly higher in comparison to the RSC of second to third grade struggling readers from an age-matched normative sample that did not receive the reading training. Importantly, these gains remained evident 6 months after training was completed.http://link.springer.com/article/10.1186/s41039-019-0102-7Reading interventionReading self-conceptRANReading rateReading fluency |
| spellingShingle | Ronen Kasperski Michal Shany Tal Erez-Hod Tami Katzir The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers Research and Practice in Technology Enhanced Learning Reading intervention Reading self-concept RAN Reading rate Reading fluency |
| title | The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers |
| title_full | The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers |
| title_fullStr | The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers |
| title_full_unstemmed | The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers |
| title_short | The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers |
| title_sort | short and long term effects of a computerized reading training program on reading self concept in second and third grade readers |
| topic | Reading intervention Reading self-concept RAN Reading rate Reading fluency |
| url | http://link.springer.com/article/10.1186/s41039-019-0102-7 |
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