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Abstract
The study examines various practices in using computer-based multimedia in reading instruction. Forty-two second grade students, selected from a rural Midwestern elementary school, were randomly assigned to three groups: traditional, structured multimedia learning and unstructured multimedia learning. The results showed that the structured multimedia learning group is significantly more effective than both the traditional and unstructured multimedia learning groups.
Introduction
National educational assessments indicate that young people are struggling through school without having mastered the most essential and basic skills in ...