Abstract:
This study documented the experiences of 11 high-school students utilizing the PLATO Reading curriculum software to explore the effectiveness of computer-assisted instruction on reading comprehension skills of high school students in a non-traditional school. This study included a pre- and post-test, instructor daily journal, student attitudinal pre- and post-survey, student logs, and student interviews. The results of the study indicated the PLATO Advance Reading Curriculum did not improve student reading comprehension. Student motivation and attitudes toward reading had mixed results; student enjoyment of reading decreased and frustration while reading also decreased.