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Essay / Research Paper Abstract
5 pages in length. There is little question that technology has given considerable advantage to reading skills at the school grade level, not only serving to improve present learning skills but also setting the stage for increased capability later on in school as well. Part of the challenge of acquiring a good, sound education is getting the student interested in the lesson plan; while some are inherently good students, others require the extra added incentive that such technological advances as computer access offers. Bibliography lists 12 sources.
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5 pages (~225 words per page)
File: LM1_TLCCompH.rtf
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also setting the stage for increased capability later on in school as well. Part of the challenge of acquiring a good, sound education is getting the student interested in
the lesson plan; while some are inherently good students, others require the extra added incentive that such technological advances as computer access offers.
The childs interaction with the computer is only as effective as his or her keyboarding skills, which, as studies have begun to note, are just as essential as is understanding
the various programs. Bork (1997) points out that "the dominant mode of interacting with computers is still the keyboard" (p. 69), while Bahr et al (1996) note that children,
even very young ones, do not find the keyboard "a barrier to fluid use of the computer. In fact, with as little as 15 minutes of keyboarding practice daily
for six weeks, 2nd and 3rd graders commonly typed 20-30 words per minute with 95 percent accuracy. By comparison, children at that age typically write 9 to 11 words
per minute by hand" (p. 355). Raskind et al (1998) summarized how students were able to raise their GPAs for courses with heavy reading and/or composition requirements. When third
grade students are able to apply the touch-type method of keyboarding, rather than that of the hunt-and-peck style, they are able to focus their attention to the actual reading lesson
at hand, instead of concentrating on striking the correct keys. This distraction can present a significant setback in the time it takes to accomplish the lesson, as well as
take away from retaining the lessons informative value. There is a distinct confidence that comes with knowing where the keys are without having to look down, which is instrumental
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