This study examined the effectiveness of using the online digital reading environment to increase elementary students’ comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three
schools who were assigned to one of three conditions: print-based text instruction, hybrid instruction consisting of equal time with print and online digital reading environment, and digital-based text instruction. Students participated in 12 tutoring sessions lasting 75 minutes each, consisting
of instructional activities targeting their areas in need of improvement. Multiple pre- and post-intervention measures of reading comprehension were collected. One-way analysis of variance results indicated that after controlling for initial reading achievement, there was a main effect for
condition on comprehension.
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Document Type: Research Article
Faculty of Education, Monash University, Melbourne, Australia
Curriculum & Instruction, Northeastern State University/Broken Arrow Campus, Broken Arrow, Oklahoma
July 4, 2014
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