Language:
繁體中文
English
日文
說明(常見問題)
南開科技大學
圖書館首頁
編目中圖書申請
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Evaluating the effects of a computer...
~
Tincup, Michael John.
Evaluating the effects of a computer-based phonological processing intervention on phonological processing and reading achievement: A pilot study.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Evaluating the effects of a computer-based phonological processing intervention on phonological processing and reading achievement: A pilot study./
作者:
Tincup, Michael John.
面頁冊數:
103 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0845.
Contained By:
Dissertation Abstracts International64-03A.
標題:
Education, Reading. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496336762
Evaluating the effects of a computer-based phonological processing intervention on phonological processing and reading achievement: A pilot study.
Tincup, Michael John.
Evaluating the effects of a computer-based phonological processing intervention on phonological processing and reading achievement: A pilot study.
- 103 p.
Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0845.
Thesis (Ph.D.)--University of Northern Colorado, 2003.
A small, randomized experimental study of school-aged participants with reading disabilities was undertaken to examine the effects of computer-based phonological processing intervention on phonological processing and reading achievement. A sample of 16 children (ages 6--12, grades 1--5) who attended a public school and had been identified by a multidisciplinary team as having reading disabilities were given 9 pretests to assess their level of phonological processing and reading achievement. Eight participants were randomly assigned to be part of the treatment group. The treatment group received half-hour sessions of computer-based phonological training four times per week for four weeks. At the end of the treatment period, both treatment and control participants were re-administered all nine phonological processing and reading achievement tests. An examination of the group means indicated that the treatment group participants showed more improvement than the control group on four of the nine subtests. The WJ-R Basic Reading was the only measure that showed a significant difference between treatment and control in their pretest minus posttest (change) scores. The treatment group participants improved more than the control group participants on the WJ-R Basic Reading Cluster (p = .015), suggesting that the computer-based intervention improved reading achievement. The information produced from this study is exciting and should be used as a springboard to develop further studies utilizing more intense computer-based interventions (e.g., Longer treatment times and more intervention tasks) and larger sample sizes to better understand how to develop and utilize effective computer-based reading interventions for children with reading disabilities.
ISBN: 0496336762Subjects--Topical Terms:
1000005408
Education, Reading.
Evaluating the effects of a computer-based phonological processing intervention on phonological processing and reading achievement: A pilot study.
LDR
:02763nmm 2200265 4500
001
1000004201
005
20051102155233.5
008
141201s2003 eng d
020
$a
0496336762
035
$a
(UnM)AAI3085869
035
$a
AAI3085869
040
$a
UnM
$c
UnM{me_controlnum}
100
1
$a
Tincup, Michael John.
$3
1000005415
245
1 0
$a
Evaluating the effects of a computer-based phonological processing intervention on phonological processing and reading achievement: A pilot study.
300
$a
103 p.
500
$a
Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0845.
500
$a
Adviser: Rik Carl D'Amato.
502
$a
Thesis (Ph.D.)--University of Northern Colorado, 2003.
520
$a
A small, randomized experimental study of school-aged participants with reading disabilities was undertaken to examine the effects of computer-based phonological processing intervention on phonological processing and reading achievement. A sample of 16 children (ages 6--12, grades 1--5) who attended a public school and had been identified by a multidisciplinary team as having reading disabilities were given 9 pretests to assess their level of phonological processing and reading achievement. Eight participants were randomly assigned to be part of the treatment group. The treatment group received half-hour sessions of computer-based phonological training four times per week for four weeks. At the end of the treatment period, both treatment and control participants were re-administered all nine phonological processing and reading achievement tests. An examination of the group means indicated that the treatment group participants showed more improvement than the control group on four of the nine subtests. The WJ-R Basic Reading was the only measure that showed a significant difference between treatment and control in their pretest minus posttest (change) scores. The treatment group participants improved more than the control group participants on the WJ-R Basic Reading Cluster (p = .015), suggesting that the computer-based intervention improved reading achievement. The information produced from this study is exciting and should be used as a springboard to develop further studies utilizing more intense computer-based interventions (e.g., Longer treatment times and more intervention tasks) and larger sample sizes to better understand how to develop and utilize effective computer-based reading interventions for children with reading disabilities.
590
$a
School code: 0161.
650
4
$a
Education, Reading.
$3
1000005408
690
$a
0535
710
2 0
$a
University of Northern Colorado.
$3
1000005416
773
0
$t
Dissertation Abstracts International
$g
64-03A.
790
1 0
$a
D'Amato, Rik Carl,
$e
advisor
790
$a
0161
791
$a
Ph.D.
792
$a
2003
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3085869
$z
Download fulltext (下載全文)
0 筆讀者評論
館藏地:
全部
線上資料庫
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約人數
備註欄
附件
OE0000501
線上資料庫
線上資源
線上電子書
OE c.2
一般(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
建立或儲存個人書籤
書目轉出
取書館別
處理中
...
變更密碼
登入