{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3124"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3124","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"A Content Analysis of Reading Software Commercially Available for Pre-K to 3rd Grade Children.","abstract":"The purpose of this qualitative study was to investigate the content and characteristics of the currently available commercial reading software for Pre-K through third grade children. The design of the study was a content analysis. Based on the evaluation rubric established by the researcher, ten commercial reading software were selected to be analyzed. By reviewing and transcribing, the data were obtained, and then coded, categorized, and interpreted. The findings from the analysis revealed that all reading software programs offered exercised for practicing basic phonics skills; the alphabetic principle, letter-sound association, word knowledge, sentence building, and reading comprehension. Depending on the software developers, phonics-based practice was presented in two ways; separate skill-based practice emphasis and storybook-reading emphasis. All software programs utilized drill-and-practice, direct instruction and mastery learning methods and utilized gaming strategies to motivate and engage the learners. Multimedia technology was used to make the software more appealing. All reading software programs were developed on the perspectives that view learning to read as the continuum of a child's oral language development and background experience about words. It is recommended that parents and teachers review and select the software based on reliable information sources, use the software as supplementary practice based on the learning objectives identified and individual student needs.","abstract_html":"The purpose of this qualitative study was to investigate the content and characteristics of the currently available commercial reading software for Pre-K through third grade children. The design of the study was a content analysis. Based on the evaluation rubric established by the researcher, ten commercial reading software were selected to be analyzed. By reviewing and transcribing, the data were obtained, and then coded, categorized, and interpreted. The findings from the analysis revealed that all reading software programs offered exercised for practicing basic phonics skills; the alphabetic principle, letter-sound association, word knowledge, sentence building, and reading comprehension. Depending on the software developers, phonics-based practice was presented in two ways; separate skill-based practice emphasis and storybook-reading emphasis. All software programs utilized drill-and-practice, direct instruction and mastery learning methods and utilized gaming strategies to motivate and engage the learners. Multimedia technology was used to make the software more appealing. All reading software programs were developed on the perspectives that view learning to read as the continuum of a child's oral language development and background experience about words. It is recommended that parents and teachers review and select the software based on reliable information sources, use the software as supplementary practice based on the learning objectives identified and individual student needs.","abstract_has_math":false,"creators":["Nakjan, Sutat"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Allen, Diane D.","Holcomb, Terry L.","Leavell, Alexandra","Compton, Margaret"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05","date_published":"2002-05","updated_at":"2026-07-24T05:34:52Z","subjects":["Reading (Early childhood) -- Computer-assisted instruction.","reading software","phonics skills","commercial reading","early readers","study"],"languages":["English"],"rights":["Public","Copyright","Nakjan, Sutat","Copyright is held by the author, unless otherwise noted. 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The findings from the analysis revealed that all reading software programs offered exercised for practicing basic phonics skills; the alphabetic principle, letter-sound association, word knowledge, sentence building, and reading comprehension. Depending on the software developers, phonics-based practice was presented in two ways; separate skill-based practice emphasis and storybook-reading emphasis. All software programs utilized drill-and-practice, direct instruction and mastery learning methods and utilized gaming strategies to motivate and engage the learners. Multimedia technology was used to make the software more appealing. All reading software programs were developed on the perspectives that view learning to read as the continuum of a child's oral language development and background experience about words. It is recommended that parents and teachers review and select the software based on reliable information sources, use the software as supplementary practice based on the learning objectives identified and individual student needs."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["A Content Analysis of Reading Software Commercially Available for Pre-K to 3rd Grade Children."]}]}],"canonical_facts":{"dc:contributor":["Allen, Diane D.","Holcomb, Terry L.","Leavell, Alexandra","Compton, Margaret"],"dc:creator":["Nakjan, Sutat"],"dc:date":["2002-05"],"dc:description":["The purpose of this qualitative study was to investigate the content and characteristics of the currently available commercial reading software for Pre-K through third grade children. The design of the study was a content analysis. Based on the evaluation rubric established by the researcher, ten commercial reading software were selected to be analyzed. By reviewing and transcribing, the data were obtained, and then coded, categorized, and interpreted. The findings from the analysis revealed that all reading software programs offered exercised for practicing basic phonics skills; the alphabetic principle, letter-sound association, word knowledge, sentence building, and reading comprehension. Depending on the software developers, phonics-based practice was presented in two ways; separate skill-based practice emphasis and storybook-reading emphasis. All software programs utilized drill-and-practice, direct instruction and mastery learning methods and utilized gaming strategies to motivate and engage the learners. Multimedia technology was used to make the software more appealing. All reading software programs were developed on the perspectives that view learning to read as the continuum of a child's oral language development and background experience about words. 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