Story-Building With Computers: Effects on Reading Comprehension, Vocabulary, Attitude and Writing
Little, Deborah
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/69156
Description
Title
Story-Building With Computers: Effects on Reading Comprehension, Vocabulary, Attitude and Writing
Author(s)
Little, Deborah
Issue Date
1987
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Language and Literature
Education, Reading
Abstract
The study investigated the effects of writing-related software on reading comprehension, vocabulary, attitude, and writing. The researcher used the Nonequivalent Control Group Design with sixth grade students in regularly assigned reading classes in two rural schools.
Three goals were to discover whether significant gains were achieved in comprehension and vocabulary as a result of supplementing reading activities with computer-presented story-building; to determine whether students' attitudes towards reading changed positively as a result of story-building; and to observe whether students' writing skills developed as a result of writing interactive stories.
Participants were pre- and post-tested in comprehension, vocabulary, attitudes and writing. For each variable, group differences were analyzed. Differences between males and females who received the treatment were also investigated. Results were obtained from an analysis of covariance. No significant group differences were reported for comprehension, attitudes or writing. Significant group differences in favor of the control group were reported for vocabulary. No significant differences between males and females who received the story-building treatment were reported for comprehension, vocabulary or attitude. Significant differences between males and females who received the story-building treatment, in favor of the females, were reported for writing. These results led to the conclusion that including computer-presented story-building in the reading curriculum may be a valid activity; however, further research is indicated.
Recommendations for further research include replicating the study over a longer period of time; using tests that better measure the focus of the current reading curriculum; conducting ethnographic research to examine attitudes more closely; continuing to investigate male-female differences in computer-presented story-building; and correlating growth in various areas with time spent interacting with the software.
Implications for reading/writing instruction include the need to devote more time to teaching mapping; plan more structured sharing of stories; use mapping techniques for reading and writing across genres; pursue story-building for group instruction in reading and writing; and relate story-building more closely to traditional reading activities.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
