Doctor of Philosophy (PHD)
Teaching and Learning (Education)
Date of Defense
First Committee Member
William Blanton - Committee Chair
Second Committee Member
Craig Enders - Committee Member
Third Committee Member
Arlene Clachar - Committee Member
Fourth Committee Member
Eugene Provenzo, Jr. - Committee Member
The purpose of this study was to determine the effects of participation in Read 180, a teacher-mediated, computer-mediated reading instruction program, on the reading proficiency of 4th and 5th grade English Language Learners. The students who participated in the Read 180 program scored below the 25th percentile on the Florida Comprehensive Assessment Test (FCAT). Cultural-historical activity theory guided the research. Research questions for the study were answered with quantitative and qualitative methods. The questions asked were: 1. What are the effects of participation in Read 180, a teacher-mediated computer-mediated-integrated learning system that provides reading instruction, on the growth in reading proficiency of a group of participating English Language Learners? 2. What are the effects of participation in Read 180, a teacher-mediated computer-mediated integrated learning system that provides reading instruction, on the reading achievement of a group of participating English Language Learners when compared with the reading achievement of a group of English Language Learners with similar characteristics receiving reading instruction supported by a reading basal program? 3. How does the mediated structure of Read 180, a teacher-mediated, computer-mediated integrated learning activity system that provides reading instruction and surrounding activity systems interact to affect learning? Data analysis revealed that the fourth and fifth grade experimental group significantly improved their proficiency on the Scholastic Reading Inventory. Analysis of pre- and post-test scores obtained with the Florida Comprehensive Assessment (FCAT) of fourth and fifth grade experimental and control groups were not statistically significant. Qualitative findings indicated that the organization of classroom instruction had a significant impact on the quality of instruction. A discussion of the findings presents several implications and recommendations for future research on teacher-mediated, computer-mediated reading instruction.
Zone Of Proximal Development; Technology; Second Language Learners
Menendez, Rita Maria, "Cultural-Historical Activity Perspectives on the Effects of Participation in Teacher-Mediated, Computer-Mediated Reading Instruction" (2009). Open Access Dissertations. 353.