The effect of teaching sight vocabulary with computer-assisted instruction on vocabulary gain, decrease in reaction time for frequent word recognition, and reading comprehension

Persistent Link:
http://hdl.handle.net/10150/288793
Title:
The effect of teaching sight vocabulary with computer-assisted instruction on vocabulary gain, decrease in reaction time for frequent word recognition, and reading comprehension
Author:
Tozcu, Anjel
Issue Date:
1998
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study is about the effect of direct vocabulary instruction using CAI on vocabulary knowledge, reading comprehension, and speed of word recognition. The purposes of the study were to find out if students in an intensive English program who use CAI to learn highly frequent vocabulary will learn a significantly larger number of words than those in a control group; if they will decrease their reaction time for frequent word recognition as compared to the control group; and if they will exhibit significantly better reading comprehension than a control group. In this experimental study the students in the treatment group studied the highly frequent words of English on the computer for three hours per week for eight weeks whereas the students in the control group completed three hours of reading and reading comprehension exercises. The research findings are that both groups showed increases in vocabulary gain, reading comprehension, and decrease in reaction time for frequent word recognition. However, the treatment students showed significantly greater gains than the control students.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Language, Modern.; Education, Reading.; Education, Technology of.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Second Language Acquisition and Teaching
Degree Grantor:
University of Arizona
Advisor:
Pialorsi, Frank

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe effect of teaching sight vocabulary with computer-assisted instruction on vocabulary gain, decrease in reaction time for frequent word recognition, and reading comprehensionen_US
dc.creatorTozcu, Anjelen_US
dc.contributor.authorTozcu, Anjelen_US
dc.date.issued1998en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study is about the effect of direct vocabulary instruction using CAI on vocabulary knowledge, reading comprehension, and speed of word recognition. The purposes of the study were to find out if students in an intensive English program who use CAI to learn highly frequent vocabulary will learn a significantly larger number of words than those in a control group; if they will decrease their reaction time for frequent word recognition as compared to the control group; and if they will exhibit significantly better reading comprehension than a control group. In this experimental study the students in the treatment group studied the highly frequent words of English on the computer for three hours per week for eight weeks whereas the students in the control group completed three hours of reading and reading comprehension exercises. The research findings are that both groups showed increases in vocabulary gain, reading comprehension, and decrease in reaction time for frequent word recognition. However, the treatment students showed significantly greater gains than the control students.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLanguage, Modern.en_US
dc.subjectEducation, Reading.en_US
dc.subjectEducation, Technology of.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecond Language Acquisition and Teachingen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorPialorsi, Franken_US
dc.identifier.proquest9829340en_US
dc.identifier.bibrecord.b38552450en_US
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