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Use of Web-based Reading Program with Learners in Developmental Reading Classes : = Theory, Evidence, and Implications.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Use of Web-based Reading Program with Learners in Developmental Reading Classes :/
其他題名:	Theory, Evidence, and Implications.
作者:	Tam, Wilson.
面頁冊數:	1 online resource (191 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9780355404074

Use of Web-based Reading Program with Learners in Developmental Reading Classes : = Theory, Evidence, and Implications.
Tam, Wilson.

Use of Web-based Reading Program with Learners in Developmental Reading Classes :Theory, Evidence, and Implications. - 1 online resource (191 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

Includes bibliographical references

The use of assistive technology is rarely supported by instructors in the developmental reading classroom at the Guam Community College even though research studies have suggested that web-based reading programs will increase students' vocabulary and comprehension skills. Large numbers of incoming students at the College are often academically under-prepared. Their inability to pass the entrance exam places them in the developmental reading class. Insufficient vocabulary knowledge, poor reading comprehension skills, lack of reading motivation, and different learning styles will also hinder their abilities to pass the developmental reading course. The purpose of this quantitative, quasi-experimental and correlational study will explore the relationship between the amounts of online reading practice, reading motivation, individual learning styles, and student pass rate in the developmental reading class. In addition, the study will analyze the difference in reading comprehension skills, vocabulary knowledge, reading motivation, and individual learning styles between the experimental (computer-assisted teaching strategy) and control groups. Changes between pre- and post- vocabulary and reading comprehension test scores in the experimental group will be examined as well since computer-assisted language learning is believed to facilitate reading comprehension and promote vocabulary development, motivate low-performing students, and support individual learning styles. Furthermore, the study will allow reading instructors to investigate the idea that the use of computer-assisted teaching approach might strengthen students' meta-cognitive strategies for comprehending reading passages and augment other areas in their reading skills development. Finally, this quasi-experimental nonequivalent design study will comprise 39 developmental reading students of ethnic background primarily from the FSM, the Philippines, Guam, and Asia.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355404074Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Use of Web-based Reading Program with Learners in Developmental Reading Classes : = Theory, Evidence, and Implications.
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520 $a The use of assistive technology is rarely supported by instructors in the developmental reading classroom at the Guam Community College even though research studies have suggested that web-based reading programs will increase students' vocabulary and comprehension skills. Large numbers of incoming students at the College are often academically under-prepared. Their inability to pass the entrance exam places them in the developmental reading class. Insufficient vocabulary knowledge, poor reading comprehension skills, lack of reading motivation, and different learning styles will also hinder their abilities to pass the developmental reading course. The purpose of this quantitative, quasi-experimental and correlational study will explore the relationship between the amounts of online reading practice, reading motivation, individual learning styles, and student pass rate in the developmental reading class. In addition, the study will analyze the difference in reading comprehension skills, vocabulary knowledge, reading motivation, and individual learning styles between the experimental (computer-assisted teaching strategy) and control groups. Changes between pre- and post- vocabulary and reading comprehension test scores in the experimental group will be examined as well since computer-assisted language learning is believed to facilitate reading comprehension and promote vocabulary development, motivate low-performing students, and support individual learning styles. Furthermore, the study will allow reading instructors to investigate the idea that the use of computer-assisted teaching approach might strengthen students' meta-cognitive strategies for comprehending reading passages and augment other areas in their reading skills development. Finally, this quasi-experimental nonequivalent design study will comprise 39 developmental reading students of ethnic background primarily from the FSM, the Philippines, Guam, and Asia.
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