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Successmaker The Effectiveness Of Successmaker Research Paper

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It is important to determine whether students' have the same motivations and learning ability when the lesson is removed from the multimedia framework. In the end, the student must be able to apply the lessons to reading a book. I researched the existing literature for gaps in knowledge to formulate these research questions. While claims for the educational benefits of Successmaker are positive, they remain largely untested. I looked for relevant articles on PubMed and Medline for background knowledge on past studies and structured my research questions in a way that I felt would produce plain evidence for the effectiveness of the Successmaker Reading Program. Difficulties encountered in formulating these research questions included conflicting background information. Some studies claimed that Successmaker was highly effective while others showed little difference in success outcomes when compared to traditional teaching approaches. A lack in recent studies on the Successmaker Reading Program also complicated the formulation of relevant research questions because it was unclear whether the assumptions and results from studies performed ten years ago still apply...

Another complication arose from going through the imaginative process of how to objectively test each of these research questions and the possibility of obtaining clear and precise answers to the questions.

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References:

1. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Report of the subgroups. Bethesda, MD: Author.

2. U.S. Department of Education. (2001). Early reading first. Retrieved from http://www.ed.gov/programs/earlyreading/index.html.

3. National Assessment of Educational Progress. (2007). The nation's report card: Reading 2007. Washington, DC: National Center for Education Statistics.

4. Underwood JDM. (2000). A comparison of two types of computer support for reading development. Journal of Research in Reading, 23(2), 136-148.
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