Using technology with directed instruction to improve reading comprehension among kindergarten students
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Authors
Kirch, Alyssa
Issue Date
2004
Type
Thesis
Language
en
Keywords
Educational technology
Alternative Title
Abstract
Direct instruction of a comprehension reading strategy has been shown to increase comprehension among the primary-aged student. With the influx of technological mediums in the global community, educators have a variety of tools for classroom instruction. The purpose of this study was to determine whether or not using multimedia with directed instruction would improve reading comprehension among kindergarten students.
A quasi-experimental design was used for the purpose of this study as two intact kindergarten classes were randomly assigned, one as a control group and one as an experimental group. Both groups were given identical information for a 30-day period with the experimental group receiving instruction including the use of multimedia. Pre and posttests were examined using Statistical analysis, which demonstrated no significance to support the original hypothesis. Informal observations of each group revealed an increase in student motivation, parent participation, and involvement with regards to the experimental group’s interaction with the multimedia. Since the population of both groups were small and did not represent all ethnic groups, further research would need to be conducted to analyze the effect of multimedia instruction on all kindergarten students. The findings of this study may reveal to kindergarten teachers the benefits and merits of utilizing direct instruction along with multimedia materials.