Abstract
This thesis examined technology dedicated to literacy learning used by first-grade students at a Northern California school and was unified by the guiding question: what is the effectiveness and intended use of computer-based literacy programs? The guiding question led the researcher to ask three additional questions: a) How are students motivated to use computer-based literacy programs?, b) How are the assessment data used by the teachers to monitor student growth?, and c) How appropriately are students placed within each program? Furthermore, the research surveyed overall teacher satisfaction when using computer-based literacy programs. Sources of Data Data were collected from three first-grade teachers and 16 first-grade students in a suburban elementary school located in Northern California. The three first-grade teachers used trimester benchmark assessments obtained through the district to gather formal reading data regarding words per minute (WPM), accuracy, and comprehension. The teachers also used two computer-based literacy programs, Raz-Kids.com (A-Zlearning.com) and Accelerated Reader (Renlearn.com), to supplement and enhance the reading curriculum and to obtain further formal assessment data. The researcher obtained the quantitative data through student reports from Raz-Kids.com, Accelerated Reader, and the trimester benchmark assessments for the 16 students. The three first-grade teachers were also asked to complete an initial survey and follow-up questionnaire to obtain qualitative information regarding use, motivation, and overall satisfaction for the supplemental computer-based literacy programs. Conclusions Reached The data obtained indicated that the use of computer-based literacy programs is beneficial when there is appropriate training and placement. Finally, the study revealed that most students are extrinsically motivated while using computer-based literacy programs and the formal assessment data further gathered strengthens the ability to correctly obtain student reading levels and instructional needs.