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001 ocn733829490;

003 OCoLC;

005 20141212065444.0;

006 m d ;

007 cr bn|||||||||;

008 110630s2011 ncu ob 000 0 eng d;

035 a| (Sirsi) o733829490;

035 a| (OCoLC)733829490;

040 a| EREc| EREd| EREd| UtOrBLW;

043 a| n-us---;

049 a| EREE;

090 a| LB1060.2;

100 1 a| Bostian, Amanda.?| UNAUTHORIZED;

245 10 a| Effects of a computer assisted Intervention in second graders with attention and literacy problems /c| by Amanda Bostian.;

260 a| [Greenville, N.C.] :b| East Carolina University,c| 2011.;

300 a| 62 pages :b| digital, PDF file;

336 a| text2| rdacontent;

337 a| computer2| rdamedia;

338 a| online resource2| rdacarrier;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2011.;

500 a| Presented to the faculty of the Department of Psychology.;

500 a| Advisor: Christy Walcott.;

500 a| Title from PDF t.p. (viewed July 6, 2011).;

520 3 a| Previous research has linked inattention with reading problems. Moreover, children with combined reading and attention problems have significantly worse later academic outcomes. Few studies have focused on the effectiveness of computer-assisted interventions for children with reading and attention problems. The purpose of this study was to examine the effects of a computerized early literacy intervention on the on-task behavior and oral reading fluency of three second-graders with teacher- and parent-rated attention problems. A multiple baseline design across participants was utilized in order to examine the intervention effectiveness. Results suggest that the Earobics intervention was effective in increasing oral reading fluency and on-task behavior across participants, providing additional evidence to suggest the intervention is effective for increasing reading fluency as well as attention to literacy instruction via computer-assisted program. Limitations and implications of the findings are presented.;

504 a| Includes bibliographical references.;

650 0 a| Children with attention-deficit hyperactivity disorderx| Behavior modificationz| United States.=| ^A767391;

650 0 a| School childrenz| United States.=| ^A216389;

650 0 a| Reading (Elementary)z| United States.=| ^A161841;

650 0 a| Literacyz| United States.=| ^A22171;

650 0 a| Computer-assisted instructionz| United States.=| ^A99037;

653 a| Psychology;

653 a| Educational Psychology;

700 1 a| Walcott, Christy M.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/3527;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 2507442;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 2507442-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/30/2011x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 2507442-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/30/2011x| ETDz| HERESOURCE;

Effects of a computer assisted Intervention in second graders with attention and literacy problems / by Amanda Bostian.

Author/creator	Bostian, Amanda
Other author	Walcott, Christy M.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication Info	[Greenville, N.C.] : East Carolina University, 2011.
Description	62 pages : digital, PDF file
Supplemental Content	Access via ScholarShip
Subjects	Children with attention-deficit hyperactivity disorder--Behavior modification. --United States. School children--United States. Reading (Elementary)--United States. Literacy--United States. Computer-assisted instruction--United States.

Summary	Previous research has linked inattention with reading problems. Moreover, children with combined reading and attention problems have significantly worse later academic outcomes. Few studies have focused on the effectiveness of computer-assisted interventions for children with reading and attention problems. The purpose of this study was to examine the effects of a computerized early literacy intervention on the on-task behavior and oral reading fluency of three second-graders with teacher- and parent-rated attention problems. A multiple baseline design across participants was utilized in order to examine the intervention effectiveness. Results suggest that the Earobics intervention was effective in increasing oral reading fluency and on-task behavior across participants, providing additional evidence to suggest the intervention is effective for increasing reading fluency as well as attention to literacy instruction via computer-assisted program. Limitations and implications of the findings are presented.
General note	Presented to the faculty of the Department of Psychology.
General note	Advisor: Christy Walcott.
General note	Title from PDF t.p. (viewed July 6, 2011).
Dissertation note	M.A. East Carolina University 2011.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Effects of a computer assisted Intervention in second graders with attention and literacy problems / by Amanda Bostian.

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