ABSTRACT
ABSTRACT. The purpose of the present study was to determine the effect of computer-assisted instruction on first-grade students' vocabulary development. Students participating in this study were randomly divided into experimental and control groups. The students in both groups were involved in DEAR (Drop Everything And Read) as part of their instruction in a balanced literacy program. During their normal DEAR time, the control group used a book and tape to explore stories. The experimental group explored stories using computerized storyboards. The results of the study show a significant difference for both groups on pre-and posttests. However, the mean difference demonstrates a much larger gain for students in the experimental group.
