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Electronic Reading Programs

Electronic Reading Programs

Julie Masterson-Smith
Copyright: © 2005 |Volume: 1 |Issue: 2 |Pages: 7
ISSN: 1550-1876|EISSN: 1550-1337|ISSN: 1550-1876|EISBN13: 9781615203192|EISSN: 1550-1337|DOI: 10.4018/jicte.2005040103
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MLA

Masterson-Smith, Julie. "Electronic Reading Programs." IJICTE vol.1, no.2 2005: pp.33-39. http://doi.org/10.4018/jicte.2005040103

APA

Masterson-Smith, J. (2005). Electronic Reading Programs. International Journal of Information and Communication Technology Education (IJICTE), 1(2), 33-39. http://doi.org/10.4018/jicte.2005040103

Chicago

Masterson-Smith, Julie. "Electronic Reading Programs," International Journal of Information and Communication Technology Education (IJICTE) 1, no.2: 33-39. http://doi.org/10.4018/jicte.2005040103

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Abstract

Administrators, classroom teachers, technology specialists, and library media specialists must be knowledgeable and ready to create and maintain strong, individualized reading programs for their students. They must also know the components of strong literacy programs and be proactive in the creation of such at the schools in which they work. Electronic reading programs are gaining in popularity as well as in controversy. Numerous companies are producing programs that have students read books, then take a computerized quiz to check for comprehension. These programs claim to provide an educationally sound tool for teachers to use as part of classroom reading instruction, with the result of increased student test scores. These programs, if used, must be carefully considered and supported with appropriate staff development. They can be a large expense and may actually do the opposite of their claim to help create lifelong learners.

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