Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2006

Thesis Director

Assege HaileMariam

Thesis Committee Member

Ronan Bernas

Thesis Committee Member

Linda Leal

Abstract

Research suggests that computer-based instruction program is as effective as peer tutoring in increasing students' oral reading fluency rates. However, few experimental studies have compared these two reading interventions. The present study compared the effect of a computer-based reading instruction program, Reader Rabbit I Can Read with Phonics, with peer tutoring. Second grade students were randomly assigned to computer tutoring, peer tutoring, or control groups; and they read the same reading material for twenty minutes, two times a week for six weeks. Participants in the computer group used a segment of the reading software instruction program, Reader Rabbit I can Read with Phonics; participants in the peer tutoring group received peer tutoring; and participants in the control group read silently. Results showed that there were no significant differences among the three groups' oral reading fluency rates. All of the students who participated in the study significantly increased their oral reading fluency rate from the pre-test to the post-test. As the literature suggested, in this study the computer-based reading instruction program seems to be as effective as peer tutoring in increasing students' oral reading fluency rates. Further, because students in the control group also showed increased oral reading fluency rate, the act of reading (practice) may be responsible for increasing reading fluency rather than the type of instruction.

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