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Use of Computer-Assisted Instructions in Teaching Reading Fluency to Fourth-Grade Students in Rural South Eastern United States the reading fluency remained a consistent and persistent issue with elem
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, Mitchell County Elementary school, United States ; , Cobb County School District/Liberty University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Learning to read effectively and fluently is pivotal to the childhood development and to future academic success. According to some research studies, researchers have indicated that the reading fluency remained a consistent and persistent issue with elementary school students. Educators are continually facing challenges of providing effective and appropriate reading instructions to improve reading fluency since the National Reading Panel (NRP) consider reading fluency might be an important aspect of literacy instructions (NRP, 2000). With the increase in availability of technology in the classroom, many teachers are looking to implement computer assisted reading programs to reduce the reading fluency weaknesses. This presentation examines the use of computer assisted instructions in teaching reading fluency to fourth grade students in rural southeastern United States. As per several research studies, repeated reading and continuous reading, both strategies have shown to be effective in teaching reading fluency (Josephs, & Jolivette, 2016; Rasinski, Rupley, Pagie, & Nichols, 2016). This presentation highlights as which strategy may be more effective in building reading fluency for fourth graders while using computer assisted instructions. Considerations for future directions of research, will be discussed.

Citation

Khazanchi, R. & Khazanchi, P. (2018). Use of Computer-Assisted Instructions in Teaching Reading Fluency to Fourth-Grade Students in Rural South Eastern United States the reading fluency remained a consistent and persistent issue with elem. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2447-2451). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 7, 2019 from .

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