Abstract
This study uses international data to investigate computer use situations in elementary school reading classes and the impacts of computer usage on students' reading performance across 15 countries. The study compares and reveals computer use levels in reading classes, frequencies of teachers having students use computers, times and places of students' computer usage, computer activities of male and female students, and effects of computer usage on students' reading interests and achievement by country. The results provide worldwide summary views of computer use in elementary school reading classes.
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