The effects of a computer-based, multimedia, individualized instructional approach on oral reading fluency of at-risk learners

The purpose of this study was to investigate the effectiveness of a computer-based multimedia software program on the oral reading fluency of at risk second-grade learners. The study determined if a cause-effect relationship existed between one factor, "the independent variable" and a second factor, the dependent variable. A Two-way repeated measure ANOVA determined if there was a statistically significant difference between the pre-, and posttest oral reading fluency scores. A One-way ANOVA determined if there was a statistically significant difference between the pretest oral reading fluency scores for the students who participated in Earobics intervention, and student who did not participate in Earobics intervention. There was no statistically significant difference between the pretest oral reading fluency scores and the posttest oral reading fluency scores. There was no statistically significant difference between the pretest oral reading fluency scores for students who participated in Earobics intervention and students who did not participate in Earobics intervention. The grouping of students according to the DIBELS Benchmark Test of Oral Reading Fluency was an adequate tool for placement in Earobics.