Abstract

Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed regarding their perceptions of one of three programs. Emerging themes fell into three major categories: teaching experiences, program use, and technology. Findings focused on the need for programs to engage students in actual reading, to move instruction beyond a decoding focus, to provide books that match student interests, and to increase motivation to read.

Citation

Bippert, K. & Harmon, J. (2017). Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs. Reading Psychology, 38(2), 203-230. Retrieved August 12, 2024 from https://www.learntechlib.org/p/194594/.

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Keywords

• barriers
• Computer Assisted Instruction
• Intervention
• Interviews
• Middle School Teachers
• Professional Autonomy
• Qualitative Research
• Reader Text Relationship
• Reading Improvement
• Reading Motivation
• Reading Programs
• Special Needs Students
• Student Interests
• student motivation
• teacher attitudes
• Teaching Experience
• Technology Uses in Education
• usability