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dc.contributor.advisorBegy, Gerald
dc.contributor.authorDovan, Michele J.
dc.date.accessioned2021-09-07T22:06:47Z
dc.date.available2021-09-07T22:06:47Z
dc.date.issued8/1/1996
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6168
dc.description.abstractEighteen second graders participated in an oral reading assessment program that was intended to determine parents' reactions to an electronic reading portfolio. The Grady Profile was used to record and store data and oral reading samples for the children twice over a four month period. At the end of the four months, individual conferences gave parents an opportunity to listen to their child's reading performance and discuss anecdotal notes regarding comprehension, fluency, and general reading skills made by the teacher. At the end of the conference, the parents were asked to fill out a survey which indicated the degree to which they agreed with ten statements about the electronic reading portfolio. Six of the parents were also selected to participate in an open ended discussion regarding the portfolio. Results from the survey and the individual questioning of parents indicated strong support for the computerized reading portfolio. Parents found the electronic portfolio to be a valuable tool for gaining insight into their child's reading performance.
dc.subjectGrady Profile
dc.subjectOral Reading Samples
dc.subjectReading Comprehension
dc.subjectFluency
dc.subjectReading Portfolio
dc.subjectElectronic Portfolio
dc.titleParental Reactions to a Computerized Reading Portfolio
dc.typethesis
refterms.dateFOA2021-09-07T22:06:47Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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