Ernest Balajthy

Development of Disabled Readers' Metacomprehension Ability through Summarization Training Using Expository Text: Results of Three Studies.

This research described three instructional studies whose purpose was to improve disabled readers’ comprehension of expository text. Specifically, high‐school‐aged disabled readers were taught how to identify passages’ main ideas, to construct graphic organizers that reflected passage relations, and to write summaries that contained only the passages’ most important information. Results of the three studies suggest the need for modeling strategies and consistent feedback, and the usefulness of constructing graphic organizers and writing summaries to help disabled readers monitor their understanding and improve their reading comprehension.

An Investigation of Learner-Control Variables in Vocabulary Learning Using Traditional Instruction and Two Forms of Computer-Based Instruction.

Abstract The study investigated the ability of 60 college developmental reading students to monitor adequacy of vocabulary instruction in traditional workbook‐like tasks, as opposed to two different computer‐based formats: video game and text game exercises. Each format allowed learner‐control over time‐on‐task. Following the study, subjects were required to estimate the effectiveness level and interest level of each format. Analysis compared results of subjects who rated formats as highly and not‐highly effective. Results raised serious questions about the effectiveness of learner‐controlled instructional formats, as subjects were unable to accurately monitor the success or failure of their learning. No relationships were found between subjects’ ratings of effectiveness and their time‐on‐task or their achievement on a multiple choice posttest. Effectiveness of learner control was equal for computer‐based instruction and for traditional tasks.

What does research on computer‐based instruction have to say to the reading teacher?

Abstract Though it may wax and wane in popularity, computer‐based instruction is a permanent option for reading instruction. In an examination of trends in the Educational Products Information Exchange (EPIE) database of software, Haven (1985) noted that there are some 608 reading programs and 736 English/language arts programs available. Availability of such programs grew 500% for reading and 400% for English/language arts between 1981 and 1984.

Computers and instruction: Implications of the rising tide of criticism for reading education

Abstract As the implications of computer applications in reading education have become clear, an increasing variety of objections have been raised. Computers were initially uncritically accepted in classrooms due to a popular misunderstanding of their potential. Lack of theoretical and research knowledge about the reading process on the part of school administrators contributed to the confusion in initial introduction of computers into reading instruction. In fact, many of the reasons used to support computer‐based education have no basis in fact. This article surveys a variety of criticisms targeted toward some aspects of computer‐based instruction in reading in an effort to direct attention to the beneficial implications of computers in the classroom.

The Effects of Teacher Purpose on Achievement Gains

What are teacher purposes in using technology in the reading and literacy instruction of at-risk learners? How do these purposes aþect achievement gains? Answers to those questions are invaluable as we examine the potential of technology for improvement of instruction. Critics question whether schools are victims of a ÃÃcomputer delusionÄÄ (Oppenheimer, 1997) that has produced few or no positive results. Strong arguments exist for the increased use of technology in reading instruction (see, for example, Balajthy, 2000). Research (such as SwansonÄs 1999 compilation of 180 studies involving learning disabled students) suggests that the kind of instruction easily deliverable by computers—sequenced, repetitive, and segmented—is eþective. Some surveys of research do show generally positive results for computer-based learning (e.g., Schmidt, Weinstein, Niemic, & WalbergÄs 1985). Unfortunately, research results all too frequently indicate ÃÃno signiücant diþerenceÄÄ between technology approaches to reading instruction and traditional approaches (Kamil & Lane, 1998; Woodward & Rieth, 1997). Where are we going wrong? The issue requires close, critical examination, lest we be guilty of Langdon WinnerÄs (1986) accusation of ÃÃtechnological somnabulismÄÄ—sleepwalking into our technological future without serious consideration of its impact on our

Operation and Structure of an Artificial Intelligence Expert Consultative System for Reading and Learning

The purpose of this article is to describe decision‐making expert systems and discuss their implications for education, especially reading and diagnosis and prescription. The article begins with a detailed description as to how a reading diagnostic expert system might operate to aid classroom teachers. Then advantages and limitations of expert systems for educational use are discussed

Review of the language arts computer book: A how‐to guide for teachers

Dickson, W., & Raymond M. (1984). The language arts computer book: A how‐to guide for teachers. Reston, VA: Reston.