Relevant bibliographies by topics / Speed reading - Computer-assisted instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Speed reading - Computer-assisted instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Speed reading - Computer-assisted instruction"

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Greene, Barbara A., Kay M. Kincade, and Timothy A. Hays. "A Research-Based Modification of a Computer Program for Reading Instruction." Journal of Educational Computing Research 10, no. 4 (1994): 341–48. http://dx.doi.org/10.2190/jkfx-e7wx-0g35-5e1h.

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Two versions of a computer-based program for enhancing reading speed were examined. One program was based on a commercially available program that presents texts as randomly segmented chunks, while the other program segmented the text at meaningful breaks. College students read six passages at either 350 or 500 wpm and encountered both versions of the programs. Comprehension performance was lower for those students who read at 500 wpm. Students performed significantly better with the meaningful segment version. The difference was more pronounced for the 500 wpm condition, though the interaction was not significant. The authors argue that commercial computer programs for reading instruction should either be based on current research findings or allow for modification by the educators who purchase them.
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Saiful, Saiful. "THE EFFECT OF NATURAL READER IN THE TEACHING OF ORAL READING FLUENCY." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (2016): 15. http://dx.doi.org/10.29407/jetar.v1i2.476.

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Oral reading fluency is important skill that all readers need to develop, because those who has oral reading fluency are assumed to have the skill of reading comprehension and accuracy in delivering the speech. Natural Reader software is a professional text reader that converts any text into spoken words. In this quasi-experimental research applying non-randomized control group design pretest-posttest, the data used were interval data because they were taken from students’ scores of oral reading fluency test.This research was conducted in the English department of a College of Teacher Training and Education in Blitar. Group (1) consisted of 32 students taught using the natural reader software (experimental group) and Group (2) consisted of 35 students taught without using the natural reader software (control group). The control group simply attended in their ordinary classroom without using natural reader software and participated in instruction programs assigned by the lecturer in the classroom. The experimental group attended in the computer lab and listened to the text as it was read by natural reader software. This study revealed that the Natural Reader software could significantly prove that the students was able to read more accurately and at a more appropriate pace using instruction using natural reader software. By using natural reader software, the student could easily have frequently chances to listen the words read by the native speakers as a reader model at normal speed and repeat the copied reading text up to they were able to read fluently as the reader model read the text.
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Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom application practice is primarily based on the overall classroom, with few separate discussions on the effects of flipped classroom students’ self-learning. As a result, we developed a recurrent neural network-based intelligent assisted learning algorithm for English flipped classrooms. There are two main characteristics of the model. First, it is a gated recurrent unit based on a variant structure of the recurrent neural network. The double-gating mechanism fully considers the context and selects memory through weight assignment, and on this basis, it integrates the novel LeakyReLU function to improve the model’s training convergence efficiency. Second, by overcoming time-consuming problems in the medium, the adoption of the connection sequence classification algorithm eliminates the need for prior alignment of speech and text data, resulting in a direct boost in model training speed. The experimental results show that in the English flipped classroom’s intelligent learning mode, students explore and discover knowledge independently, their enthusiasm and interest in learning are greatly increased, and the flipped classroom’s teaching effect is greatly improved.
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Grinols, Ann Bradstreet. "College Reading, Critical Thinking and Computer Assisted Instruction." Journal of College Reading and Learning 22, no. 1 (1989): 55–63. http://dx.doi.org/10.1080/10790195.1989.10849939.

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Blok, H., R. Oostdam, M. E. Otter, and M. Overmaat. "Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review." Review of Educational Research 72, no. 1 (2002): 101–30. http://dx.doi.org/10.3102/00346543072001101.

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How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.
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Salmerón, Ladislao, and Ana Llorens. "Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples." Journal of Educational Computing Research 57, no. 2 (2018): 343–59. http://dx.doi.org/10.1177/0735633117751605.

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During the last decade, several studies have proposed and tested different instructional methods for teaching digital reading strategies to young students. In this study, we have tested the effectiveness of a program combining eye-movements modeling examples (EMMEs) and contrasting cases to instruct ninth-grade students how to plan, evaluate, and monitor their digital reading. EMMEs are videos that display a dot representing the eye movements of a model and an oral transcription of her thoughts while answering a specific question in a hypertext. Students in the EMME condition obtain higher comprehension scores in a posttest performed 1 week after the instruction, as compared with a control group that have received a control instruction using written case examples. Students working with EMMEs also spend more time reading the main digital document, but they do not differ in terms of visits and time to relevant and irrelevant pages. Our study suggests that EMMEs can be used to foster literacy strategy instruction.
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Shulman, Joan. "Computer-Assisted Instruction in Reading: Using Microcomputers to Augment Specific Reading Skills." Journal of College Reading and Learning 20, no. 1 (1987): 124–30. http://dx.doi.org/10.1080/10790195.1987.10849908.

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Bass, George, Roger Ries, and William Sharpe. "Teaching Basic Skills through Microcomputer Assisted Instruction." Journal of Educational Computing Research 2, no. 2 (1986): 207–19. http://dx.doi.org/10.2190/kean-rwux-7bl2-fp3v.

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Low achieving students in grades 4–6 were given supplementary microcomputer assisted instruction in reading and mathematics. Students' performance was assessed with a pretest/posttest nonequivalent control group design using standardized achievement and affective tests. Although all microcomputer experimental groups showed statistically significant pretest/posttest gains in reading and mathematics, the control groups using conventional instructional methods also showed similar gains. Analysis of covariance of achievement gains revealed only one experimental group, sixth grade reading, to be statistically superior to the control groups' performance. No significant changes in students' attitudes toward schooling or sense of control over their own performance were detected. Implications of this study's design and findings are discussed with respect to past CAI research and present CAI school practices.
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Gourgey, Annette F. "Coordination of Instruction and Reinforcement as Enhancers of the Effectiveness of Computer-Assisted Instruction." Journal of Educational Computing Research 3, no. 2 (1987): 219–30. http://dx.doi.org/10.2190/6tyu-m4tc-lgng-8pge.

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Three conditions of administration of drill-and-practice computer-assisted instruction were studied: CAI lessons coordinated with formal classroom instruction, CAI with reinforcement for good performance, and CAI alone. Seventy-seven grade 4 to 8 remedial students studied reading; 124 studied math. All three groups gained in achievement. In reading, the reinforcement condition was most effective, with no significant difference between CAI with coordinated instruction and CAI alone. In math, CAI with coordinated instruction was most effective, with no significant difference between CAI with reinforcement and CAI alone. It was concluded that type of administration affects CAI effectiveness, that motivation may strongly affect achievement in reading, and that formal instruction combined with CAI is essential for conceptual understanding in mathematics.
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KLEINMANN, HOWARD H. "The Effect of Computer-Assisted Instruction on ESL Reading Achievement." Modern Language Journal 71, no. 3 (1987): 267–76. http://dx.doi.org/10.1111/j.1540-4781.1987.tb00366.x.

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Dissertations / Theses on the topic "Speed reading - Computer-assisted instruction"

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Ali, Mohammed Abdulmalik Awad. "Reading in a foreign language : effectiveness of computer-based reading instruction in comparison to teacher-based reading instruction." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11062.

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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.
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Wong, Ip Sook-kuen, and 黃葉淑娟. "A comparison of two approaches to teaching speed reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627711.

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Hollis, Rebecca Lerane. "Increasing computer instruction within the classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3025.

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The objective was to create some high level thinking activities to use with computerized graphic organizers which utilized the multimedia program Hyperstudio and the word processing program AppleWorks. This is an attempt to improve teacher attitudes towards technology, and to increase computer instruction within the classroom.
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Coomes, Pat. "The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330663/.

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This research investigates the effects of a planned program of computer assisted instruction on reading and language development of fourth grade students. The purpose of the study was to determine the effectiveness of microcomputer usage in supplemental reading and language instruction. Fifty-one matched pairs of fourth graders completed the one school year study. A t test for related samples was used to analyze the data. Multiple linear regression was used to allow a more detailed review of the basic data, including gender and entering ability. The findings include the following. 1. Post test scores for total reading or total language on the Comprehensive Test of Basic Skills of the experimental group did not differ significantly from the scores of the control group. 2. The incremental differences in the post test scores for the boys or the girls in the experimental group did not differ significantly from those of the boys or the girls in the control group in either reading or language. 3. For students starting lower, toward the middle or higher on the Comprehensive Test of Basic Skills total reading or total language, the relative progress of the experimental group of any of the three groups did not differ significantly from those of the control groups. The general conclusion to be drawn from this study is that using prescribed software for thirty minutes a week did not significantly improve total reading or total language scores on the Comprehensive Test of Basic Skills. This study also indicates no significant differential effects on entering ability or gender. These recommendations were made. 1. More weekly computer time be utilized in further research. 2. Further evaluation of software as it relates to basic classroom curriculum for all levels of achievement should be studied. 3. Further study should be conducted on gender as it relates to C.A.I. in learning, including the possibility of using different software programs to reinforce the same skills for boys and girls.
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Huang, Cheng-Fang. "Scaffolding sight vocabulary acquisition for children with autism using computer-assisted instruction /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7618.

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Doty, Deborah E. "CD-ROM storybooks and reading comprehension of young readers." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159136.

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The purpose of this study was to determine if there was a difference in the level of reading comprehension of young readers when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. The participants were 39 second-grade students from two intact classrooms in an urban elementary school in the Midwest.Students from one classroom read the story from an interactive CD-ROM storybook; students in the other classroom read the same story from a conventionally printed book. Students reading the CD-ROM storybook could ask the computer for pronunciation of unknown words. Students reading the conventionally printed book could ask the researcher to pronounce words they did not know. Words for which pronunciation was requested were recorded automatically by the computer; the researcher recorded the words requested by the book group. Students reading the CD-ROM storybooks requested the pronunciation of more words than those students reading the conventionally printed books.The following hypotheses were tested at the .05 level of significance:Hypothesis I: There will be no significant difference between the mean scores of reading comprehension on oral retellings for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.Hypothesis II: There will be no significant difference between the mean scores of reading comprehension on a comprehension test for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.An univariate analysis of variance was used to test the hypotheses. There was no significant difference in mean scores on the retellings between the two groups, therefore hypothesis I failed to be rejected.There was a significant difference in mean scores on the comprehension test between the two groups, therefore hypothesis II was rejected. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher. Although results were mixed on comprehension measures, observations from this study indicate that the use of CDROM storybooks may be beneficial for young children, particularly those who are reading below grade level.<br>Department of Elementary Education
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Bartlett, Brian Michael. "Computerized reading assessment using the star reading software." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2527.

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This thesis focused on the use of a computerized reading assessment program called Star Reading. Reading has been one of the most difficult areas across the curriculum to assess. Reading asssessment differs widely from teacher to teacher, and has traditionally been very subjective.
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Krumpe, Jo Anne. "Effects of a computer-assisted language intervention in a rural Nevada center." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239877.

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Hibshman, Chad. "Can computer assisted instruction (CAI) increase test scores in a reading intervention program for at-risk middle school students?" Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2005.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2807. Typescript. Abstract precedes thesis as 1 leaf (v). Includes bibliographical references (leaves 36-40).
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Bauserman, Kathryn L. "Phonological awareness and print concepts : analysis of skill acquisition by kindergarten children utilizing computer-assisted-instruction." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263928.

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This study proposed to answer research questions about the efficacy of using computer-assisted instruction (CAI) to augment kindergarten emergent reading skills. Five assessment instruments were used to measure kindergarten students' emergent reading skills. In this quasi-experimental design (experimental school vs. control school), repeated measures were used (pretest and posttest). Change scores (posttest minus pretest) were calculated to run analyses. Morrow's Story Retelling was significant for the experimental group, p=.006. The Woodcock-Johnson Passage Comprehension (WJPC) subtest was significant for the interaction of group and type of kindergarten program, p=.005, meaning more children in full day programs and using CAI were reading and understanding passages. Unrelated to the hypotheses that were tested, the Phonological Awareness Test (PAT) was significant for culture, p=.006. Post Hoc results demonstrated significance between white students and English Language Learners (ELL) on the PAT, p=.003. The Concepts About Print Test was not found to be significant. No significances were found for the Woodcock-Johnson Letter/Word Identification subtest, either. In conclusion, CAI did have a positive impact on several measures of emergent reading skills. A Home Literacy Survey was completed by the parents of all participants. This survey provided extensive information about the type and frequency of literacy activities done in the students' homes to answer the research question concerning the value of home literacy activities in preparation for formal schooling. Significance was found for pretest scores on the WJPC, p=.004. The results were significant for Morrow's Story Retelling for change scores, p=.005. Conclusions can be drawn that literacy activities done in the home before coming to school do have an impact on reading/listening comprehension as measured by the WJPC and Morrow's Story Retelling. Finally, teachers in the experimental school were asked their opinions about CAI. They unanimously agreed that CAI was beneficial to students, especially low performing students. But reservations included the loss of class time to do computer lessons and the availability of a variety of CAI programs. There were also several complaints directed at the PLATO program examined in this study. The program was not user friendly for kindergarten children to operate independently, and there were reliability problems.College of Architecture<br>Department of Elementary Education
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Books on the topic "Speed reading - Computer-assisted instruction"

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Newman, Anabel P. First reading: Focussed instruction in reading for successful teaching. ERIC Clearinghouse on Reading, English, and Communication, 1996.

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E, Mason George, Daniel Danny B, and Mason George E, eds. Computer applications in reading. 3rd ed. International Reading Association, 1987.

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Eileen, Schwartz, and Vockell Edward L, eds. The computer in the reading curriculum. McGraw-Hill Pub. Co., 1989.

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Teaching reading using microcomputers. Prentice-Hall, 1986.

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1932-, Feeley Joan T., and Wepner Shelley B. 1951-, eds. Using computers in the teaching of reading. Teachers College Press, 1987.

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Wyatt, David H. Reading with Captain Yes! Addison-Wesley, 1986.

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Edward, Burns. The Apple math and reading development kit. Reston Pub. Co., 1985.

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Abbott, Chris. Reading IT: A teacher's guide to the use of computers in reading activities. C. Abbott, 1994.

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United Kingdom Reading Association. Conference. Reading and the new technologies: Proceedings of the twenty-first Annual Course and Conferenceof the United Kingdom Reading Association, Dundee College of Education, 1984. Edited by Ewing Jim. Heinemann Educational, 1985.

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Reinking, David. The effects of inserted questions and mandatory review in computer-mediated texts. National Reading Research Center, 1996.

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Book chapters on the topic "Speed reading - Computer-assisted instruction"

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Sun, Wan-Chih, Tsung-Ren Yang, Chih-Chin Liang, Ping-Yu Hsu, and Yuh-Wei Kung. "The Effects of Computer Assisted Instruction to Train People with Reading Disabilities Recognizing Chinese Characters." In Computer Processing of Oriental Languages. Beyond the Orient: The Research Challenges Ahead. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11940098_14.

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Feenstra, H. "Computer-assisted Instruction of Component Reading Skills." In Eurit 86: Developments in Educational Software and Courseware. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-032693-1.50026-5.

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Jia, Jiyou. "The Web-Based Intelligent English Instruction System CSIEC." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch068.

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This chapter presents the architecture of Web-based intelligent English instruction system CSIEC (Computer Simulation in Educational Communication) and illustrates its important components with examples: dialogue simulation functions including multiple roles talk show and user participating roles play, vocabulary exercises including crossword, single choice questions and cloze questions, listening, reading comprehension, grammar exercises, reading aloud, individual learner portfolios, collaborative learning, the teacher's management function, feedback, and so on. The system's function of instant feedback to every student and statistical analysis upon all students' responses to question answers characterizes this system as a learner response system. The Web-based system can be browsed not only by the user through traditional personal computers but also through fashionable tablet computers. Besides the Web-based system, a standalone vocabulary learning and assessment system for Windows OS is developed. Its functions are also introduced.
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Kang, Tingting. "The Effectiveness of Multiple Media Tools in L2 Listening." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch028.

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Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.
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van der Leij, Aryan. "Effects of Computer-Assisted Instruction on Word and Pseudoword Reading of Reading-Disabled Students." In Current Directions in Dyslexia Research. Garland Science, 2020. http://dx.doi.org/10.1201/9781003077411-18.

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Tsai, Shu-Chiao. "Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education." In Educational Stages and Interactive Learning. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch021.

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This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&amp;A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.
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Rahman, Hakikur. "Interactive Multimedia Technologies for Distance Education Systems." In Encyclopedia of Multimedia Technology and Networking, Second Edition. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch100.

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Information is typically stored, manipulated, delivered, and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, and so on) has been so rapid, that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift which, in turn, enables them to do business in ways never possible before (Chatterjee &amp; Jin, 1997). Information systems based on hypertext can be extended to include a wide range of data types, resulting in hypermedia, providing a new approach to information access with data storage devices, such as magnetic media, video disk, and compact disk. Along with alphanumeric data, today’s computer systems can handle text, graphics, and images, thus bringing audio and video into everyday use. DETF Report (2000) refers that technology can be classified into noninteractive and time-delayed interactive systems, and interactive distance learning systems. Noninteractive and time-delayed interactive systems include printed materials, correspondence, one-way radio, and television broadcasting. Interactive distance learning systems can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed videoconferencing, to standalone computer-assisted instruction with two or more participants linked together, but situated in locations that are separated by time and/or place. Different types of telecommunications technology are available for the delivery of educational programs to single and multiple sites throughout disunited areas and locations. Diaz (1999) indicated that there are numerous multimedia technologies that can facilitate self-directed, practice-centered learning and meet the challenges of educational delivery to the adult learner. Though, delivering content via the WWW has been tormented by unreliability and inconsistency of information transfer, resulting in unacceptable delays and the inability to effectively deliver complex multimedia elements, including audio, video, and graphics. A CD/Web hybrid, a Web site on a compact disc (CD), combining the strengths of the CD-ROM and the WWW, can facilitate the delivery of multimedia elements by preserving connectivity, even at constricted bandwidth. Compressing a Web site onto a CD-ROM can reduce the amount of time that students spend interacting with a given technology, and can increase the amount of time they spend learning. University teaching and learning experiences are being replicated independently of time and place via appropriate technology-mediated learning processes, like the Internet, the Web, CD-ROM, and so on. However, it is possible to increase the educational gains possible by using the Internet while continuing to optimize the integration of other learning media and resources through interactive multimedia communications. Among other conventional interactive teaching methods, Interactive Multimedia Methods (IMMs) seems to be adopted as another mainstream in the path of distance learning system.
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Conference papers on the topic "Speed reading - Computer-assisted instruction"

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Zhang, Na. "Computer-assisted methodology in Sino English extensive reading instruction." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6202120.

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Maleki, N. A., and S. Ahangari. "The impact of computer assisted instruction on improving Iranian EFL learners' reading comprehension." In 2010 Second International Conference on E-Learning and E-Teaching (ICELET 2010). IEEE, 2010. http://dx.doi.org/10.1109/icelet.2010.5708374.

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