The Efficacy of Computer Assisted Instruction for Improving Literacy Skills in Grade 3



Section 1: The Problem………………4

Introduction4

Definition of the Problem5

Rationale8

Definitions9

Significance10

Guiding/Research Question10

Review of the Literature11

Implications17

Section 2: The Methodology19

Introduction19

Research Design19

Sample……………………………………………………………………………………20

Measurement, Data Collection and Analysis21

Credibility, Dependability, and Transferability23

Ethical Concerns23

Section 3: The Project25

Introduction25

Description and Goals26

Rationale26

Review of the Literature26

Implementation30

Project Evaluation31

Section 4: Reflections and Conclusions33

Project Strengths33

Recommendations for Remediation of Limitations34

Project Development and Evaluation35

Leadership and Change38

Analysis of Self as Scholar38

Analysis of Self as Project Developer39

The Project's Potential Impact on Social Change40

Implications, Applications, and Directions for Future Research41

References43

The Efficacy of Computer Assisted Instruction for Improving Literacy Skills in Grade 3

Section 1: The Problem

Introduction

Research indicates that reading must be prevalent in early childhood, reinforced throughout the remaining school years, and practiced over a lifespan (Schilling, Carlise, Scott, & JiZeng, 2007). Decades ago, an individual could graduate school with limited reading and writing skills and secure a job for a lifetime (Joseph, 2008). However, with ever-changing advances in technology, an individual with limited reading, writing, and comprehension skills is less likely to obtain employment at entry-level positions (Barton, 2003).

Being able to read is a skill essential to build the foundation for becoming a productive citizen. In 2001, the legislation passed the No Child Left Behind Act (NCLB), which places emphasis at the conclusion of Grade 3 educators will prepare students to perform on proficient reading levels (NCLB, 2001). Furthermore, NCLB serves as a blueprint to assist district and teacher with improving instruction and reading achievement. Since then, teachers at my school have faced many challenges to prepare students to be productive in and out of the school setting. School districts are under educational and legislative mandates to increase students learning, skill sets, and success on high stake testing (Huntington, 2009). Because of the increased number of failing students, the mandate left administrators and stakeholders with the charge to evaluate and select evidence-base literacy programs to meet student needs and increase achievement. Despite governmental dictates of NCLB's, the research conveys there remain a number of schools, which fail to close the achievement gap (Jennings, 2010). Unfortunately, this is the case for the school in this study.

Although the school will use an RtI model to identify students at-risk and in need of Tier 2 intervention, the primary focus of the project study is utilizing a CAI program and evaluating the overall affect it has on reading achievement of Grade 3 students. The results of the study will assist the local school decision-makers on the efficacy of the CAI program, but state and national stakeholders in determining the impact that a particular CAI product has on increasing learning and promoting social changing a low-performing school.

Definition of the Problem

The local problem that impelled the project study is the significant number of Grade 3 students not performing on proficient levels in reading by the end of the school term. The school is a low-performing elementary school, located in the Panhandle of Florida in a Title I school district. There are approximately 220 students in grades Kindergarten to Grade ...