The Effect of Computer Assisted Instruction on Elementary Reading and Writing Achievement

Abstract

ABSTRACT:The research investigated the effect of computer assisted instruction (CAI) on elementary reading and writing achievement (ERWA). The sample consisted of 64 first graders (32 in the experimental group and 32 in the control group) in the 2006-2007 academic year. This quasi-experimental study had a posttest only control group design and was conducted during the first semester. The experimental group was taught by CAI and the control group was taught by traditional instruction. Data were gathered through 'Parent Questionnaire', 'Reading Concepts Scale', 'Achievement Test', 'Reading and Handwriting Observation Form' and analyzed by chi-square, frequency and t test through SPSS 12.0. The main findings of the study were as follows: (1) CAI affected first graders' handwriting, reading fluency and punctuation, (2) CAI didn't affect their writing and reading comprehension, (3) CAI affected ERWA of those who did not have any computer at home.Keywords: Computer assisted instruction, elementary reading and writing instruction, reading comprehension, handwriting, academic achievement. Extended AbstractPurpose and Significance: Regarding results obtained by different researchers and inadequate number of studies in Turkey, it is significance to investigate positive and negative effects of computer assisted instruction on elementary reading and writing achievement. Additionally, it is necessary to create a model which can contribute elementary reading and writing practices. For these reasons, this study investigated the impact of computer assisted instruction (CAI) on elementary reading and writing achievement (ERWA). So, questions addressed in this study were as follows: (1) Does CAI have significant effect on first graders' reading fluency, handwriting, punctuation, writing, reading comprehension, and ERWA? (2) Does CAI have significant effect on ERWA of first graders who have a computer at home and of who do not have any computer at home? Methods:The sample of the study consisted of two groups: the experimental group was composed of 32 first graders from 1-D and the control group comprised 32 first graders from 1-C in Kayisdagi Arifpasa Primary School, Kadikoy, Istanbul. This quasiexperimental study had a post-test only control group design and was conducted during the first semester. In the experimental group, courses were taught by CAI and courses in the control group were taught by traditional instruction. The 'Parent Questionnaire' was used to learn about reading, writing and computer skills before starting to attend the * This study is a part of the author's master's thesis entitled, "The Effect of Computer Assisted Instruction on Elementary Reading and Writing Achievement" and completed at Marmara University.

The Use of Smartphone and Tablet Applications for Early Reading and Writing Skills

“…Teachers stated that they used the first literacy teaching applications designed for tablets and smartphones at every stage with a focus on making the voice felt. In many studies (Birgül, 2014;Orhan-Karsak, 2014;Kaymaz & Yeşilyurt, 2020), in parallel with this study, it is seen that teachers use web-based educational software, multimedia materials and computers at every stage of the first reading and writing teaching process, including the teaching of sounds. In the study conducted by Gürol and Yıldız (2015), classroom teachers mostly prefer to use EBA and education portals at every stage, especially in preparation for teaching reading and writing, making sound felt, and forming syllables and words.…”

“…Additionally, in this study, teachers stated that the first literacy teaching applications designed for smartphones and tablets negatively affected students' writing skills. When the studies conducted in this context in the literature (Orhan-Karsak, 2014;Kaymaz & Yeşilyurt, 2020) are examined, it is clearly shown that the educational software used in primary reading and writing teaching has a negative effect or no effect on students' writing skills, but computer-assisted teaching is effective in writing and punctuation. It is also possible to find relevant findings (Turunen, 2019).…”

“…Additionally, computer-assisted instruction (CAI), which incorporates multiple learning environments, is frequently used in reading and writing instruction. Computer-assisted reading and writing instruction have been found to be effective in areas such as handwriting (Haugland, 1992;Kablan, 2001), punctuation (Orhan-Karsak, 2014), reading comprehension (Şahin & Özenç, 2021), reading fluency (Ringenberg, 2005), phonological skills (Gingold, 2000;Van Daal & Reitsma, 2000;Vilaseca et al, 2013), and general reading skills (Camacho, 2002;Değirmenci & Ertem, 2014;Mitchel & Fox, 2001;Orhan-Karsak, 2014;Wise et al, 1990). However, studies have shown that using games developed with Web 2.0 tools does not have a positive impact on writing skills in reading and writing instruction (Bui et al, 2006;Graham & Perrin, 2006;Orhan-Karsak, 2014).…”

“…Ek olarak çoklu öğrenme ortamlarını içinde barındıran bilgisayar destekli öğretim (BDÖ) ilk okuma yazma öğretimi sürecinde sıklıkla kullanılmaktadır. Çünkü Bilgisayar destekli okuma yazma öğretiminin, yazı (Haugland, 1992;Kablan, 2001), noktalama (Orhan-Karsak, 2014), okuduğunu anlama (Şahin ve Özenç, 2021), okuma akıcılığı (Ringenberg, 2005), sesbilgisel beceriler (Gingold, 2000…”

Determining the Opinions of Special Education Teachers Regarding the Use of Assistive Technologies for Overcoming Reading Difficulties

“…It is emphasized that the use of assistive technologies in literacy teaching is very important in the literature [54] [55] [56]. Some studies indicate that technology in-creases the motivation of individuals with special needs who have reading difficulties [57] [41] [58] [59].…”