Effects of reading software on the reading fluency and on-task behavior for students with emotional and behavioral disorders
Ju-Hye Yook, University of South Carolina, United States
University of South Carolina . Awarded
The purpose of the study was to compare the effects of a software instruction format versus a textbook instruction format on (a) the reading performance (i.e., fluency and accuracy) of students with emotional and behavioral disorders (EBD) and (b) the on-task behaviors of students with EBD. The software instruction format consisted of computer-generated reading activities. The textbook instruction format consisted of traditional reading books with comprehension questions and instructional activities. The effects were demonstrated with two second-grade boys with EBD, using an alternating treatment design. The study lasted for about a month with 28 sessions for each student.
The results demonstrated that both participants' reading fluency (i.e., number of words read aloud correctly per minute by the students) and accuracy were higher and increased faster when the participants used software. The on-task behavior rates (i.e., percentage of time on task) were about the same in both conditions for each student. Furthermore, when the students were on task, their reading performance consistently increased with less variability than when they were not on task. Both students indicated their preference for the software instruction to the textbook instruction in the interviews at the end of the study.
Yook, J.H. Effects of reading software on the reading fluency and on-task behavior for students with emotional and behavioral disorders. Ph.D. thesis, University of South Carolina.
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