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The biases I have considered are the motivational levels, commitment, and self discipline of the students. In our building, we mostly use the online program due to the fact that we are one-to-one with technology. The program is self-paced which could be a downfall for students who are unmotivated or struggle to stay focused. It is recommended that students are engaged with the program for at least thirty minutes for a minimum of three times a week. Thirty minutes is a long time for any student to stay focused and on-task. This poses an additional concern. If the student is absent from school, they will have to make up their Reading Horizons minutes at home. It is possible that someone, other than the student may be using the program. At the end, when it is time to assess the student’s reading comprehension, the assessment is multiple choice. One bias could be that the student did not really know an answer, but guessed correctly. Another possible bias would be that the student just went through the motions of taking the assessment and truly lacked effort.

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“The balanced approach to literacy education requires that teachers understand the challenging concepts and methodologies related to phonics and phonological instruction.”(Sprague, 2013, p.4)

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The best approach for teaching reading is to use “a balanced and comprehensive approach to reading instruction.”(Sprague, 2013, p.2)

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Not all students learn in the ways or even a the same pace, therefore, computer-based programs have the capability to “enhance learning based on the skill level of each student who words with them.”(McMahon, 2013, p.2)

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The focus is on five different areas of literacy: word study, fluency, vocabulary, comprehension, and motivation. Academic literacy skills should be taught using explicit instruction from a teacher including modeling, and guided and independent student practice with immediate feedback. (2013, p.162)

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Interest, dedication and confidence are the three underlying factors that could impact students’ desire to read.(Kivak, 2017)