Abstract
This study investigated the benefits of using a Web-based reading curriculum program featuring music and video, on struggling readers' performance and motivation. A sample of 36 third grade students from low socioeconomic backgrounds was randomly assigned to receive Web-based or traditional reading instruction. Analyses of performance indicated basic reading skills improved significantly higher for students who received Web-based rather than traditional instruction. Results also showed a significant correlation between reading performance and motivation among struggling readers. Qualitative differences in motivation and engagement were observed across ethnicity among students who received Web-based instruction. The results and educational implications are discussed in relation to the cultural relevance of computer and non-computer-based learning environments.
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