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Effects Of Computer-Based, Early-Reading Academic Learning Time On Early-Reading Achievement: A Dose-Response Approach, Benjamin Heuston

Theses and Dissertations

Academic learning time (ALT) has long had the theoretical underpinnings sufficient to claim a causal relationship with academic achievement, but to this point empirical evidence has been lacking. This dearth of evidence has existed primarily due to difficulties associated with operationalizing ALT in traditional educational settings. Recent advancements in computer-based instruction provide an unprecedented opportunity to model ALT and to test the underlying theory. A widely-used computer-based early-reading curriculum was operationalized using Berliner's model of ALT (Berliner, 1991). This curriculum was then mapped to a computer-based assessment to determine an appropriate method of quantifying early-reading ALT. Software limitations required that …