The Effectiveness of Istation When Used for Computer-assisted Instruction (cai) on the Overall Reading Ability Score of Primary Level Students


Shira Lester

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Summer 2017


This quantitative non-experimental study was conducted to determine the effectiveness of Istation, a computer-assisted instruction program, as a form of intervention to improve students’ overall reading ability score after use for three consecutive full years (2012-2013, 2013-2014, 2014-2015). Achievement was measured by Istation’s Indicators of Progress (ISIP) Early Reading that monitors and assesses students based on the ability index that places them in Tiers 1, 2, and 3. Also, students’ ethnic groups (White, Hispanic, or African American), English as Second Language (ESL) status, and socioeconomic status (free or reduced-price meals eligibility) were examined to assess whether these variables, in combination with end of the year (EOY) ISIP Early Reading scores at Grades 1 and 2, explained the variance of students' overall reading ability score at the end of Grade 3. Furthermore, this study was conducted to determine how much variance of the students’ Grade 3 State of Texas Assessment of Academic Readiness (STAAR) reading scale scores can be explained by their overall reading ability assessed by ISIP.


Julia Ballenger

Subject Categories

Education | Educational Administration and Supervision