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3 pages in length. Quite to the contrary of students becoming less and less effective as readers and writers with the new software programs available, children are experiencing an overwhelming increase in literacy rates due in great part to the implementation of a fairly new technology: interactive computer programs. Particularly encouraging is the drastic improvement in poor readers. Bibliography lists 3 sources.
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File: LM1_TLCStuTech.rtf
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are experiencing an overwhelming increase in literacy rates due in great part to the implementation of a fairly new technology: interactive computer programs. Particularly encouraging is the drastic improvement
in poor readers, who show a "great disadvantage on short-term memory tasks" (Montali et al, 1996, p. 271). Studies have shown that these children are less inclined to read
on their own because of their limited skills. The interactive computer program encourages slower learning children by immersing them into a familiar world of animated characters and song.
Bringing the two together as a learning tool helps stimulate interest that otherwise does not exist with book learning techniques. There is no question that any reading disability can
affect other aspects of a childs academic life, as reading is the one element that all school subjects employ (Montali et al, 1996). Particularly evident of this success is the
drastic improvement in reading skills of kindergarten and elementary school children. The advent of computer-based learning programs allows for a number of teaching enhancements not otherwise available in the
conventional format. The children respond more positively to the lesson plans and as such are gaining significant strides in their reading comprehension. Indeed, the world suffers from a
monumental overpopulation problem that is at the root of many of todays educational problems. This is where interactive technology will help to ease such a burden (Bork, 1997). A
kindergarten classroom in Queens, New York, was equipped with two computers as part of an overall assessment of interactive computer reading programs. The children were broken into two separate
groups that consisted of eleven boys and fourteen girls. Each child was coupled with another, and each duo was given the same amount of time on the computer, which
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