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How features of educational technology applications affect student reading outcomes: A meta-analysis
Abstract
The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that educational technology applications generally produced a positive, though small, effect (ES = +0.16) in comparison to traditional methods. There were differential impacts of various types of educational technology applications. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of educational technology in the past few decades were not found to produce educationally meaningful effects in reading for K-12 students (ES = +0.11), and the higher the methodological quality of the studies, the lower the effect size. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence. Although many more rigorous, especially randomized, studies of newer applications are needed, what unifies the methods found in this review to have great promise is the use of technologies in close connection with teachers’ efforts.
... Early identification of reading difficulties and immediate, intensive training are crucial for the success of these interventions (Al Otaiba et al., 2014). Due to the emergence of digital technologies, there are new possibilities to better support children's reading process in Tier 1 (Cheung & Slavin, 2012). Digital reading tools can generate automated exercises, allowing children to practice independently and at their own pace. ...
... Adaptive digital learning environments can also adjust to a child's cognitive ability and affective state (Jamshidifarsani et al., 2019;Lämsä et al., 2018;Liu et al., 2020). Gamification elements, such as narratives, social competition and rewards, can increase children's engagement with learning materials, and the attractive and dynamic audio-visual content can aid in encoding meanings and interpreting words (Cheung & Slavin, 2012;Lämsä et al., 2018;National Reading Panel, 2000;. It is proposed that these features lead to increased engagement and improved learning outcomes for children. ...
... Some studies reported a small to moderate T A B L E 1 Previous literature reviews and meta-analyses on technology-based interventions for reading in K-12 education. (Blok et al., 2002;Cheung & Slavin, 2012;Soe et al., 2000;Verhoeven et al., 2022). For example, one of the most cited meta-analyses in the field is conducted by Cheung and Slavin (2012) focusing on the use of technology applications for reading instruction in K-12 education. ...
Reading is a fundamental skill to acquire during children's school career. The present meta‐analysis examined research on the effectiveness of digital technologies to foster early reading skills during Tier‐1 interventions (ie, high‐quality core reading instruction which is intended to promote learning for all children). Unlike previous meta‐analyses, this meta‐analysis investigated the effectiveness in a broad way, taking into account cognitive versus non‐cognitive learning outcomes, near versus far transfer outcomes and immediate versus delayed outcomes. Furthermore, different study characteristics were taken into account including participant characteristics, the targeted reading subskills, duration of intervention, type of technology and the level of integration. A total of 568 effect sizes from 72 studies encompassing 60,890 participants were analysed using a meta‐analytic three‐level model. A Hedges' g effect size of 0.37 was obtained, suggesting that using digital technologies generally have a positive, albeit small, effect compared to traditional teaching methods. Moderator analyses indicated that this effect was robust to cognitive and non‐cognitive outcomes, near and far transfer outcomes, and immediate and delayed outcomes, but differed by participants' age and study quality. Recommendations are formulated to push forward research on how digital interventions can be effectively implemented in the classroom.
Practitioner notes
What is already known about this topic Digital technologies can foster (early) reading skills.
Meta‐analyses to date focus only on the effect of digital reading interventions in terms of cognitive outcomes.
Unclear how different factors moderate the effectiveness of digital reading interventions (eg, type of technology, trained content, level of integration).
What this paper adds Results corroborate previous findings indicating a positive but small effect compared to traditional teaching methods.
This study provides some evidence that this effect was robust to cognitive and non‐cognitive outcomes, near and far transfer outcomes, and immediate and delayed outcomes.
The effect differed by participants' age and study quality.
Game elements, adaptivity and whether the intervention was well integrated made little difference to the effectiveness of the intervention.
Implications for practice and/or policy The results confirm that digital reading interventions are effective in fostering cognitive, non‐cognitive and efficiency outcomes.
Call for more intervention studies investigating how game characteristics and the level of integration of a digital tool moderate the effectiveness.
There is a need for reports of pilot studies investigating the effectiveness of recent digital technologies such as AR and VR.
... Slavin et al. (2009) in their meta-analyses found varying outcomes by using different types of ICT tools: supplementary ICT programs that only instructed primary school students to use ICT on their own had marginal effect sizes ranging from + 0.06 to + 0.09; instructional process programs that provided teachers with effective teaching strategies had effect sizes ranging from + 0.21 to + 0.37; curriculum and instructional process programs (CIPP) combining traditional class instruction with computer-assisted instruction, had the highest average effect size (+ 0.29), compared to the other two. The studies from Conn (2017) and Cheung (2012) have reaffirmed the effectiveness of CIPP and shed light on the shift in the nature of ICT intervention from supplementation to integration. Similar studies have also found that when teachers received on-going effective training during the intervention, the effect size for students' reading attainment improved significantly; when teachers only received one day training, the effect size was close to nil (Archer et al., 2014;Dubeck et al., 2015;Education Development Center, 2014a, 2014bKim et al., 2020). ...
... A twoyear randomized control trial (RCT) study had only one teacher in each experimental and control school (Comaskey et al., 2009;Di Stasio et al., 2012). This one teacher may have been a confounding factor in reporting outcomes, as studies of implementation stringency usually required at least two teachers in both experimental and control groups (Cheung, 2012). Several studies were below the recommended minimum implementation duration of 12 weeks (Anderson et al., 2011;Deault et al., 2009;Savage et al., 2009Savage et al., , 2010Wolgemuth et al., 2009). ...
... Several studies were below the recommended minimum implementation duration of 12 weeks (Anderson et al., 2011;Deault et al., 2009;Savage et al., 2009Savage et al., , 2010Wolgemuth et al., 2009). Although studies of a short duration can provide valuable insights, they usually create larger effect sizes than their longer duration counterparts, due to novelty effects experienced by the experimental groups (Cheung and Slavin, 2012). This one-year quasiexperimental study with five experimental and five control schools helps to further understand the reliability and validity of ABRA. ...
This study investigated the effectiveness of ABRACADABRA (ABRA), a web-based literacy program, developed by the Center for the Study of Learning and Performance at Concordia University, in facilitating the literacy attainment of third-grade primary school students in an area of rural China. Researchers shared the experiences of localizing ABRA to make it more readily accepted by the regional teachers. Ten schools (five experimental, five control) with 339 students participated in a one-year-long matched control study; participants in both groups took pre- and post-intervention tests. The treatment group outperformed the controls on all six key reading outcomes: Phonological Awareness (ES = +0.64), Phonemic Awareness (ES = +0. 57), Early Literacy Skills (ES = +0.70), Initial Letter Sound Fluency (ES = +0.38), Segmenting (ES = +0.81), and Non-word Reading (ES = +0.92). These outcomes suggest ABRA is effective in a context where English is used as a foreign language, and the learning resources are limited. ABRA is useful in facilitating the integration of information and communication technologies (ICTs) into the course syllabus.
... In response to the trend of technological integration in teaching and learning, a growing universal agreement has been reached on confirming educational technology as a practical solution to assist elementary and secondary school readers to succeed (Patel et al., 2018;Lee et al., 2020). For example, previous meta-analyses on the role of technology in reading have achieved unanimity, demonstrating that educational technology positively influenced K-12 students' reading accomplishment (Liao et al., 2007;Cheung and Slavin, 2012;Sung et al., 2015;Baye et al., 2019;Neitzel et al., 2022). The overall effect sizes of technology on reading achievement ranged from +0.05 to +0.83. ...
... Rather than being misinterpreted as the best-mediated intervention, educational technology should be accompanied by appropriate instructional theories and designs (Shrock, 1994). As the effect of educational technology has been extensively empirically demonstrated, it is more practical and beneficial to address replication and the optimal application of technology in educational contexts (Cheung and Slavin, 2012). ...
... The prior reviews concluded that study duration did not significantly affect learning outcomes (e.g., Liao et al., 2007;Cheung and Slavin, 2012;Sung et al., 2016). The evidence in this meta-analysis supported their findings. ...
No systematic published research has reviewed the impact of educational technology on English reading outcomes targeting the Chinese-speaking population. Therefore, this review intended to examine the impact of educational technology and its alternative types on reading achievement for Chinese English second language learners (ESLs) to understand how to best use technology applications to facilitate reading instruction. A total of 35 qualified studies were included in our analysis covering a sample size of 7,989 Chinese K-12 participants. Consistent with previous meta-analyses, our findings indicated a modest positive impact of educational technology on reading outcomes compared with the traditional teaching method ( d = +0.37). For the five types of intervention identified in this review, we found that the comprehensive model had the largest impact ( d = +0.60), followed by social media tools ( d = +0.46), integrated online-learning system ( d = +0.31), and multimedia-transmission model ( d = +0.27). However, supplementary activities did not generate educationally meaningful effects on reading outcomes for Chinese ESLs ( d = +0.05). The impacts of different moderators, implications, and limitations were also discussed. We argue for further integrating technology with the existing curriculum and pedagogy. The study adds to the second language (L2) reading literature corpus.
... Utiliser le numérique dans le cadre scolaire peut procurer plusieurs bénéfices, mais à chaque bénéfice peut être associé un désavantage (Amadieu & Tricot, 2014 ;Cheung & Slavin, 2012). Par exemple, le contenu visuel peut améliorer la qualité des enseignements, les rendre plus intéressants, plus clairs et mieux organisés (Cheung & Slavin, 2012), mais il peut aussi distraire l'apprenant avec des détails séduisants détournant l'attention de l'apprentissage (Mayer, 2008). ...
... Utiliser le numérique dans le cadre scolaire peut procurer plusieurs bénéfices, mais à chaque bénéfice peut être associé un désavantage (Amadieu & Tricot, 2014 ;Cheung & Slavin, 2012). Par exemple, le contenu visuel peut améliorer la qualité des enseignements, les rendre plus intéressants, plus clairs et mieux organisés (Cheung & Slavin, 2012), mais il peut aussi distraire l'apprenant avec des détails séduisants détournant l'attention de l'apprentissage (Mayer, 2008). Les contenus peuvent aussi être individualisés, ce qui peut faciliter la différenciation et l'autonomie, mais cela peut aussi compliquer la gestion de la classe (Cheung & Slavin, 2012) et les systèmes qui s'adaptent au niveau de l'apprenant sont encore limités (Amadieu & Tricot, 2014). ...
... Par exemple, le contenu visuel peut améliorer la qualité des enseignements, les rendre plus intéressants, plus clairs et mieux organisés (Cheung & Slavin, 2012), mais il peut aussi distraire l'apprenant avec des détails séduisants détournant l'attention de l'apprentissage (Mayer, 2008). Les contenus peuvent aussi être individualisés, ce qui peut faciliter la différenciation et l'autonomie, mais cela peut aussi compliquer la gestion de la classe (Cheung & Slavin, 2012) et les systèmes qui s'adaptent au niveau de l'apprenant sont encore limités (Amadieu & Tricot, 2014). Le numérique est également apprécié par les élèves. ...
L’apprentissage de la lecture est une activité complexe qui requiert, au CP, un enseignement explicite et structuré, souvent guidé par une méthode de lecture (i.e., un ensemble d’outils pour l’enseignant et les élèves) éditée. Une équipe pluridisciplinaire, composée d’enseignants, de chercheurs et d’un éditeur (les Éditions Hatier), a choisi de proposer une nouvelle méthode de lecture pour le CP, basée sur les preuves : la méthode Lili CP. Une telle méthode se doit d’être utile (efficace) pour les apprentissages des élèves, mais elle doit aussi être utilisable (facile à prendre en main) et acceptable (compatible avec la classe) pour les enseignants et les élèves, afin de pouvoir être largement adoptée. L’objectif principal de cette thèse était d’évaluer l’utilité, l’utilisabilité et l’acceptabilité de certains outils et de certaines séquences de la méthode en cours de conception, afin d’identifier des pistes concrètes d’amélioration.Notre recherche a débuté par une analyse des pratiques des potentiels futurs utilisateurs. Un questionnaire diffusé à large échelle a mis en évidence la grande diversité des pratiques enseignantes au CP et les principaux critères de choix d’une méthode de lecture. Une étude a révélé l’excellent niveau d’utilisabilité et d’acceptabilité du matériel original d’entrainement à la combinatoire prévu dans Lili CP. Deux interfaces différentes du guide pédagogique au format web ont été comparées, en terme d’utilisabilité et d’acceptabilité également, permettant de dégager la pertinence de certains choix de présentation pour la future méthode. Dans une étude expérimentale, nous avons évalué l’efficacité d’une séquence d’enseignement explicite de la compréhension conçue pour Lili CP, sur les acquis des élèves dans ce domaine. La comparaison à un groupe contrôle actif (i.e., ayant suivi une autre séquence, plus classique, d’enseignement de la compréhension) a démontré l’intérêt de ce type de séquence pour la compétence entrainée.Enfin, deux versions (basique et gamifiée) de l’application numérique ECRIMO, développée pour Lili CP et visant à entrainer l’écriture de mots en autonomie, ont été évaluées sur les trois dimensions d’utilité, d’utilisabilité et d’acceptabilité. L’application, dans ses deux versions, obtient d’excellents scores d’utilisabilité et d’acceptabilité. Les entrainements avec ECRIMO, dans ses deux versions, se sont révélés aussi efficaces qu’un entrainement à l’encodage sous forme d’exercices classiques de dictée dirigés par l’enseignant. Dans tous les groupes entrainés, les progrès en encodage sont plus importants que dans le groupe contrôle et sont visibles surtout chez les élèves ayant déjà un bon niveau d’encodage en début de CP. Enfin, pour ces élèves, la version basique a engendré un progrès plus important que la version gamifiée.Ce travail doctoral apporte une démonstration de la possibilité et de l’intérêt de conduire une évaluation intégrée des outils éducatifs qui doivent être étudiés dans les trois dimensions d’utilité, d’utilisabilité et d’acceptabilité, avant leur diffusion à grande échelle sur le terrain. Il se conclut par la proposition d’une nouvelle démarche intégrée de conception et d’évaluation d’outils pédagogiques.
... Our criteria for intensity were based on Cheung and Slavin [84] and Xu et al. [85], with a cutoff of 75 min per week. Strong intensity occurred when the technology was used for more than 75 min per week. ...
... We followed Cheung and Slavin's [84] and Xu et al.'s [85] criteria for an educational technology program's intensity, with a cutoff of 75 min per week. When the technology program was used for more than 75 min per week, we coded it as strong (n = 14, 16.87%). ...
As the global demand for agricultural systems increases, agricultural education programs are implementing educational technologies to train industry professionals to meet 21st-century agri-cultural demands. No reviews have focused exclusively on the use of educational technologies in agricultural education. This scoping review presents a summary of 83 journal articles and con-ference papers published between 2000 and 2022 aimed at examining the impact of the use of edu-cational technologies in agricultural education programs. Our results indicate: (1) most studies on this topic have been conducted in the United States in the context of agricultural sciences; (2) most of the studies implemented quantitative designs using researcher-designed instruments; (3) online/distance education technologies were the most widely used; and (4) there was a statistically significant increase in the use of simulation/digital games between 2000 and 2010 and 2011 and 2022. Based on our analysis, we discuss the methodological and reporting limitations that should be considered in future research, the pedagogical contributions of educational technologies in ag-ricultural education, and the current and future research trends, highlighting gaps in the literature.
... Emerging technologies could provide powerful support for teaching basic literacy skills to first graders. Indeed, several meta-analyses and reviews have suggested that the use of new technologies in the classroom setting has a significant, though globally small, positive effect on child language acquisition (eg, Blok et al., 2002;Chauhan, 2017;Cheung & Slavin, 2012; see also Haßler et al., 2016;Jamshidifarsani et al., 2019;Lankshear & Knobel, 2003;Lieberman et al., 2009;MacArthur et al., 2001;Tamim et al., 2011). The methodologies and results of these studies, however, differ significantly. ...
... They found that using these programs had no significant effect when compared to control groups. Cheung and Slavin (2012) conducted another review on 84 studies selected using strict inclusion criteria and found a small mean effect size. More importantly, they found a strong heterogeneity between the studies according to the types of interventions. ...
The present study assessed the effectiveness of the ECRIMO educational application designed to build first‐grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first‐graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7‐week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper‐based training? (3) Does gamification impact students' learning performance? Mixed‐model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises.
Practitioner notes
What is already known about this topic A significant number of children experience difficulties in reading and spelling from the first years of learning.
The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers.
Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness.
The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification.
What this paper adds Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level.
Comparable effects of both the tablet‐based and paper equivalent training on participants' spelling were found.
The use of gamification in ECRIMO could be more suitable for the weakest students.
Implications for practice and/or policy Educational technologies should be evidence‐based and should be evaluated with both a passive and an active control group.
The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others.
The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs.
... While most empirical studies focus on one school or one school district with decent technology usage (Cheung & Slavin, 2012), this study distinguishes itself by aiming to evaluate the efficacy of IXL across all public schools in Texas, including schools with low usage of IXL. In particular, three research questions were answered by this study: 1) How much was IXL being used in Texas public schools? ...
... Although numerous research studies (e.g., Slavin, Lake, & Groff, 2009;Li & Ma, 2010;Cheung & Slavin, 2012) have found that online learning programs have a positive effect on student learning, only a few empirical research studies were focused specifically on IXL. In 2013, Empirical Education (2013) conducted a study to evaluate the effect of IXL Math in a large suburban district in Oregon. ...
... While most empirical studies focus on one school or one school district with decent amount of technology usage (Cheung & Slavin, 2012), this study distinguishes itself by aiming to evaluate the efficacy of IXL across 10 Smarter Balanced states, including schools with low usage of IXL. In particular, three research questions were answered by this study: 1) How much was IXL being used in public schools? ...
... Although numerous research studies (e.g., Slavin, Lake, & Groff, 2009;Li & Ma, 2010;Cheung & Slavin, 2012) have found that online learning programs have a positive effect on student learning, only a few empirical research studies were focused specifically on IXL. In 2013, Empirical Education (2013) conducted a study to evaluate the effect of IXL Math in a large suburban district in Oregon. ...
... There have been meta-analyses conducted on the effects of technological enhancements on reading performance (Cheung & Slavin, 2012;Moran, Ferdig, Pearson, Wardrop, & Blomeyer, 2008;Slavin, Cheung, Groff, & Lake, 2008). These meta-analyses have looked at the influence of educational technology intended to support reading instruction compared to traditional reading instruction (Cheung & Slavin, 2012;Moran et al., 2008) or compared a variety of reading instructional techniques, including computer-assisted instruction (Slavin et al., 2008). ...
... There have been meta-analyses conducted on the effects of technological enhancements on reading performance (Cheung & Slavin, 2012;Moran, Ferdig, Pearson, Wardrop, & Blomeyer, 2008;Slavin, Cheung, Groff, & Lake, 2008). These meta-analyses have looked at the influence of educational technology intended to support reading instruction compared to traditional reading instruction (Cheung & Slavin, 2012;Moran et al., 2008) or compared a variety of reading instructional techniques, including computer-assisted instruction (Slavin et al., 2008). These meta-analyses did not specifically address the differences in reading performance or processes between the same texts from paper and screens. ...
... Examples include augmented reality (Dunleavy et al., 2009), learning management systems (Dias & Diniz, 2013), learning analytics (Lu et al., 2018) and virtual reality (Nortvig et al., 2020). Cheung and Slavin (2012) analysed the effect of publication year on the effectiveness of educational technology, and they found that the effect differed significantly across periods. Therefore, we assume that the reported effect of blended learning in K-12 settings may change in studies from different years, as educational technology advances over time. ...
... Fourth, there is no evidence that the overall effect of blended learning vary by publication year. Some researchers have posited that recent studies on blended learning feature more advanced technologies and sophisticated instructional designs, which may lead to better results (Cheung & Slavin, 2012). Many researchers have also tried to incorporate emerging technologies into blended learning in K-12 settings (e.g. Lee et al., 2021;Zhang et al., 2020). ...
Background
Blended learning programs in Kindergarten through Grade 12 (K‐12) classrooms are growing in popularity; however, previous studies assessing their effects have yielded inconsistent results. Further, their effects have not been completely quantitatively synthesized and evaluated.
Objectives
The purpose of this study is to synthesize the overall effects of blended learning on K‐12 student performance, distinguish the most effective domains of learning outcomes, and examine the moderators of the overall effects.
Methods
For the purpose, this study conducted a meta‐analysis of 84 studies published between 2000 and 2020, and involved 30,377 K‐12 students.
Results and Conclusions
Results revealed that blended learning can significantly improve K‐12 students' overall performance [g = 0.65, p < 0.001, 95% CI = (0.54–0.77)], particularly in the cognitive domain [g = 0.74, p < 0.001, 95% CI = (0.61–0.88)). The testing of moderators indicates that the factors moderating the impact of blended learning on student performance in these studies included group activities, educational level, subject, knowledge type, instructor, sample size, intervention duration and region.
Implications
The results indicate that blended learning is an effective way to improve K‐12 students' performance compared to traditional face‐to‐face (F2F) learning. Additionally, these findings highlight valuable recommendations for future research and practices related to effective blended learning approaches in K‐12 settings.
... Authors of commonly used educational research textbooks (e.g., Ary et al., 2014;Fraenkel et al., 2012;) recommend a minimum of 30 participants in each cell or group (i.e., experimental and control groups). Including a minimum of 30 participants in each group is significant because a sample size less than 30 for each group may lead to low statistical power and this may, in turn, endanger the validity of experimental research (Cheung & Slavin, 2012). A summary of commonly used experimental research designs and the sample sizes needed to conduct the corresponding statistical tests are presented in Table 1. ...
... What is worse, 22% of the articles had 10-19 participants in their groups. This is especially alarming because studies that recruit an inadequate number of participants for each cell or group are most likely to produce low statistical power (Cheung & Slavin, 2012). For instance, a medium effect size (0.2 < d < 0.8), as most commonly reported in educational research studies, with 25-30 participants produces a statistical power of 0.47 (Cohen, 1988). ...
Experimental studies have a considerable impact on the educational policies and practices of many countries. In Turkey, policymakers are planning to initiate a STEM education reform in K-12 schools based on experimental studies. However, the methodological flaws in these studies may lead to biased outcomes and may mislead the STEM education community. Despite the importance of methodological quality, to the best of our knowledge, there are no studies that investigate the methodological quality of experimental STEM education articles published in scholarly journals. Therefore, in this study, we conducted a methodological review to examine the methodological quality of experimental STEM education articles published in refereed Turkish journals from 2014 to 2020. During the targeted period, we located 68 articles. We analyzed these articles by developing a coding framework. We found that the selected articles suffer seriously from various methodological flaws. We discuss the findings in light of the literature on methodological quality and suggest ways to improve the rigor of the experimental designs used. Ultimately, we discuss some implications for authors, journals editors, policymakers, and curriculum developers.
... The rapid development of emerging technologies provides unprecedented opportunities for researchers and practitioners in education around the world. Education used more and more computers, interactive devices, multimedia, and the Internet (Cheung & Slavin, 2012). Higher education workers recognize that to keep students engaged, increase their satisfaction, and promote their learning, the use of technology is critical, whether or not to adopt traditional teaching methods (O'Flaherty & Phillips, 2015). ...
In recent years, the flipped classroom has aroused an international research upsurge. Although there are many literature reviews on flipped classrooms, applying and exploring flipped classroom models in higher education is not enough. To understand fully applying flipped classrooms in university settings, this study reviewed 23 articles on flipped classrooms in higher education published in five major educational technology research journals from January 2014 to December 2020. Most research has focused on undergraduate higher education, conducting quantitative studies on subjects such as STEM and education. China has contributed the most to flipped classroom-related research in higher education. Most of the articles have corroborated the positive influence of flipped classrooms on students' academic performance, motivation, attitude, perception, and satisfactions, as well as the cultivation of students’ higher-order thinking ability, and few have discussed the challenges faced by flipped classrooms. In addition, the study corroborated several gaps in the literature. More research needs concern associated with the negative views of teachers and students on flipped classrooms in colleges and universities. This study can provide a valuable reference for educators and researchers in flipped classrooms.
... In recent years, a growing body of research has examined learners' perceptions of learning contexts [35][36][37][38]. Scholars have argued that Technology can be beneficial in language teaching and learning [39][40][41][42]. The integration of Technology can introduce innovative methods to language instruction, creating an active learning environment and increasing learner engagement [43][44][45]. ...
Computer-mediated explicit Instruction (CMEI) is effective in promoting second language development, particularly in the area of speech acts. However, more information is needed about the role of learners' language proficiency and perceptions in the effectiveness of CMEI. This study aimed to investigate the effect of CMEI on EFL learners' knowledge of speech acts, specifically apologies, thanks, and requests, and to examine the moderating role of language proficiency and learners' perceptions of the Instruction. A mixed-method research design was used. The study involved 180 EFL learners who were recruited from Wenzhou Medical University. The participants were randomly assigned to one of three groups: (1) the computer-mediated explicit instruction (CMEI) group, which received explicit Instruction on speech acts through a computer program; (2) the non-CMEI group, which received explicit Instruction on speech acts through traditional classroom instruction; and (3) Control group, which did not receive any explicit instruction on speech acts. The participants' language proficiency was assessed using the Oxford Quick Placement Test (OQPT) prior to the intervention. The quantitative phase employed the pretest-posttest design, and data were collected using a speech act recognition and production test and an interview checklist to measure learners' perceptions of the Instruction. Results showed that CMEL was more effective than non-CMEI. Participants also had positive perceptions of CMEI. Findings have theoretical and practical implications for English language teachers and applied linguists.
... Teaching innovation is one way for optimizing students' competences [1] by supporting the adaptive and individual learning process based on the subject needs [2]. As stated by Hasanudin and Fitrianingsih in the reading subject, it is able to utilize the combination of teaching materials to help students in developing their reading skill [3] by using three main methods namely integrated learning system, reading management program, and reading written media [4]. As stated by Hsu et al. in reading written media, teacher can provide the mechanism of recommended reading such as articles as teaching media [5]. ...
Android based teaching material can facilitate students and teacher in the inside and outside classroom learning using smartphone. This study aims to investigate the ways in utilizing construct 2 apps to create android based material to teach early reading for primary students. This study is qualitative research in form of explorative case study which includes students in private and public primary schools at five regencies of Indonesia. The research data is collected using questionnaire and interview. It is analyzed using content analysis. The results of study show that android based material of early reading can be created by utilizing three steps. The conclusion of this study is that android based material of early reading is firstly created by investigating the need of material for primary students. Secondly, it creates the concepts of materials by preparing the material compositions, creating material order, and creating teaching material tools. Thirdly, construct 2 apps is utilized to make the teaching materials based on the concepts by creating parts of learning guide, invitation for praying, materials, evaluation, and games.
... Similarly, some studies reveal positive prospective teachers' attitudes towards CSE (Aslan & Zhu, 2017;Kara, 2020;Önder et al., 2011). Moreover, among the results of metaanalysis studies on CSE in the literature, it is statistically more effective than traditional education (Anıl et al., 2018;Cheung & Slavin, 2012;Dinçer, 2015;Jong & Van Joolingen, 1998;Kumar & Mahajan, 2013;Porebska & Wantuch, 2015;Rutten et al., 2012;Seo & Bryant, 2009;Trey & Khan, 2008;Wayangkau & Loupatty, 2017). Therefore, some research results supported the result of H8. ...
Even though there is an abundance of research on computer supported education (CSE), digital literacy (DL), technological literacy (TL), and internet literacy (IL), the correlation between them and their effect on each other have not been analyzed in the literature. However, no study has been conducted on the correlation between and effect of CSE, DL, TL, and IL and which additionally explains their relationship to each other. This study aims to analyze the effect levels among the latent variables of DL, TL, and IL, and the attitude toward applying CSE and these latent variables’ ratios to each other. For this purpose, eight hypotheses were developed after reviewing the literature. A relational descriptive model is used to detect the presence and extent of covariance. The participants of this study were 510 prospective teachers. Exploratory and confirmatory factor analysis of the scales were performed. The hypotheses of the research were tested with the structural equation model. As a result, it was revealed that DL, TL, and IL together significantly affect and explain the attitude towards CSE. Different suggestions have been developed based on the results of the research.
... One-to-one initiatives that provide take-home devices for all students and teachers have been associated with achievement gains in core academic subjects (e.g., language arts, math, science, social studies) when that technology is integrated into a larger program of social and academic support in the learning community (Zheng et al., 2016), which suggests that just having access to digital devices is not enough. In two meta-analyses, technology-enhanced literacy instruction (Cheung & Slavin, 2012) and mathematics instruction (Cheung & Slavin, 2013) were more strongly related to academic growth than computer-delivered instruction alone, which emphasizes the fact that technology can be a tool to improve learning outcomes, but the mere presence of technology in the learning space does not guarantee improved educational outcomes. Taken together, this research highlights the importance of integrating technology into a larger system of support, such as CIE education during the school day. ...
In a rapidly changing world, it can be hard to know where to invest resources in K-12 education to prepare students for the future. Educators are pulled in many different directions as they try to address course content, local curriculum, state standards, and accountability testing in a very limited amount of instructional time. Integrating creativity, innovation, and entrepreneurship (CIE) education into the K-12 school day is a promising approach that can give students from all cultural, linguistic, and economic backgrounds access to advanced learning opportunities that are enhanced by technology. Yet many educators believe that any focus on CIE distracts from the standards- and test-focused criteria against which their effectiveness is judged. This chapter describes how the strategic use of technology provides teachers with room to run as they apply principles of CIE education across the curriculum, providing students with opportunities to develop creative process skills, innovate within areas of interest, and prepare for the challenges of rapidly changing postsecondary education and career paths. Combining technology and CIE learning experiences can help K-12 educators pursue both equity and excellence.KeywordsCreativityInnovationEntrepreneurshipEquityExcellence gapsIntegrated technology
... Teachers must understand and accept that IT has become a demand that must be mastered and prepared in the learning process. IT facilitates the learning process [3]. Many teachers do not master the use of IT during the learning process [4]. ...
... To ensure that all major publications in the field would be included, we checked the following ten journals from 1995 Scientific Studies of Reading. In a similar vein, we checked the references of identified articles and references in previously published literature reviews and meta-analyses (National Reading Panel, 2000;Blok et al., 2002;Cheung & Slavin, 2012Archer et al., 2014;Jamshidifarsani, Garbaya, Lim, Blazevic, & Ritchie, 2019). With respect to special education, we focused on children at-risk for reading problems in mainstream classrooms (possibly including children with dyslexia) as target group for which intervention effects were commonly dealt with in mainstream educational and reading journals, and Annals of Dyslexia as focused journal. ...
This meta-analysis focused on the effects of computer-supported word reading interventions (foundational reading instruction, supplementary alphabetics, reading fluency, remedial reading) on reading related outcome measures (letter knowledge, phonological awareness, word and pseudoword reading, sentence and text reading, and spelling, as well as transfer to reading comprehension) across different languages in primary school children starting from 1995. We identified 67 studies with a total number of 10734 children throughout the primary grades from which 694 effect sizes were derived. Following a multilevel approach, the average effect size across interventions and outcome measures was 0.36 with 95% CI (0.28, 0.43). There was also evidence of transfer to reading comprehension, 69 effect sizes with an average of 0.21 (95% CI 0.13–0.29). Large variation in effect sizes was observed between studies and especially between comparisons within studies. The effect sizes were moderated by treatment length, subword level as criterion variable and speeded tests. The effect sizes were dependent on the control group condition in that the effect sizes were higher in the case of a control condition with education as usual and lower in cases of a reading treatment control condition. It is concluded that technology enhanced word reading interventions on average yield moderate positive effects on both accuracy and speed of word learning across program types and across languages.
... Although There are Some Advantages of Digital Reading and Social Media, Caution is Warranted Presently, there are open debates around how best to leverage technology in schools and for learning. Some emerging educational technologies have shown varying degrees of success in supporting students' reading fluency, especially when integrated with teacher support (Cheung & Slavin, 2012;Hill et al., 2017). Overall, though, reading comprehension skills appear to be better supported by print reading than by digital media (Delgado et al., 2018). ...
Current conversations in literacy research call for the need to consider children’s social-emotional development and academic learning in an integrated way that honors and supports the whole child in their cultural context. Here we review available literatures on the cognitive, linguistic, affective, social and cultural dimensions of typical and atypical reading acquisition and what is known of their neural correlates. From this review, and in consultation with neuro- and psychological scientists and expert educators working in a range of contexts, we derive a series of interdisciplinary Learnings. These describe what is known about how diverse children grow into readers and how literacy development can be optimally supported in school, home and community contexts across the first decades of life. The Learnings together provide a critical cross-disciplinary synthesis of how literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. They reveal how evidence-based, culturally inclusive, socially attentive and developmentally appropriate instruction is an essential piece of helping every child organize their brain and mind for literacy. Such comprehensive instruction is necessary to address inequities in general and special education, and to help children become fully literate—a designation that goes beyond simply decoding and comprehending text. Impacts of digital technology, and other timely issues and open questions, are also discussed.
... Technology integration is one of the most streamlined areas of research, reflecting the incredible speed of evolution of computer-based tools and applications (Bernard et al., 2018). Meta-analysis studies reveal the effect of using educational technologies in learning and teaching processes on learning performance (Chauhan, 2017;Cheung & Slavin, 2012;Higgins et al., 2019;Hillmayr et al., 2020). However, technology integration is a concept beyond the use of technology in learning and teaching processes. ...
The aim of this study is to understand the perspectives of pre-service teachers on the factors affecting technology integration with the Q methodology. Forty-one pre-service teachers studying at the faculty of education of a state university participated in the research. Twelve statements reflecting the factors of technology integration were selected. In determining the Q statements, attention was paid to include elements at four levels in the integration process: teacher, institutional and system, teacher design thinking and student. The data were analyzed with the PQMethod 2.35 program. Principal component analysis was used in the factor analysis, and after the rotation process, a three-factor solution was reached: (a) individual-oriented perspective, (b) individual and school-oriented perspective, (c) planning, individual, school and system-oriented perspective. Among these identified perspectives, it was seen that there was a consensus on supporting teachers' professional development, access to technology, positive attitudes of students, and guidebooks supporting technology integration. However, it was seen that there were different areas in the opinions of the pre-service teachers in the three factors determined. It has been observed that pre-service teachers in the individual-oriented perspective prioritize teachers' value beliefs about the role of technology in education. It has been concluded that the pre-service teachers in the individual and school-oriented perspective attach more importance to the technological and pedagogical competencies of the teachers. It has been seen that the planning of the lesson plans for the integration of technology is a priority factor for the pre-service teachers with a planning, individual, institution and system-oriented perspective. Recommendations for teacher educators are presented for each identified perspective.
... Dennoch ist die Interpretation dieser statistischen Effektstärken häufig mit Missverständnissen verbunden, sodass weiterführende Hinweise zu diesen Maßen und deren Interpretation in Textbaustein 7 gegeben werden. In jedem Fall ist es wichtig, Effektstärken vor dem Hintergrund des jeweiligen Kontextes, methodischen Zugangs und des Erkenntnisgegenstands zu interpretieren (Cheung & Slavin 2012;Kraft 2020), sodass in den folgenden Abschnitten eine Diskussion der Effektstärken der relevanten Literatur im Forschungsfeld erfolgt. ...
Open Access: https://www.wbv.de/shop/search?search=I72388
In Germany, the implementation of a separate school subject of economics in state educational curricula is subject to a long-standing debate. The introduction of the new mandatory subject "Economics, Career and Study Orientation" (WBS) in the federal state of Baden-Württemberg led to the opportunity of conducting an impact evaluation in secondary schools covering the class levels seven to ten. This book presents the results of the impact evaluation and is also the final report of the project WIKO-BW funded by the Würth Foundation.
Within the framework of eight cross-sectional surveys over a total of five years, we collected data from more than 12,000 school students. We compare the last cohort of the pre-reform curriculum (without a dedicated subject) with the first cohort exposed to the new curriculum. Our analysis contrasts the two groups regarding students’ de-velopment of economic competence, their factual economic knowledge, selected atti-tudes, and financial behaviors. In addition, the book presents the results of a small-scale teacher survey aiming to analyze correlations between teachers' professional background and student outcomes.
Overall, the results indicate positive effects of the new curriculum on economic competences. The higher level of economic competence in the cohort affected by the reform in comparison to the control cohort is relevant in terms of magnitude, and tentatively holds in all subgroups examined. The largest effect of the new curriculum, however, is estimated in the higher track schools (Gymnasium). While the school sub-ject also appears to foster interest in economics and tends to increase factual economic knowledge, we find no or very small effects on normative attitudes. Therefore, we could not identify any treatment effects suggesting a one-sided indoctrination of stu-dents. In addition to these results, the book presents a short test of economic compe-tence for educational research and practitioners.
... Methodologists view this issue in two aspects. The first one is connected with the content of these terms [27][28][29]. A method is defined as a group of techniques that ensure the implementation of a specific pedagogical task, whereas a technology is an algorithm that combines, as a rule, two or more interrelated methods [30,31]. ...
Foreign language speaking skills need much practice in order to be improved, which is why it is essential to use different teaching techniques to instruct students effectively. The multiplicity and multitasking of the foreign language teaching process requires the introduction of technology that ensures consistently effective results of professional foreign language learning, i.e., case technology in the algorithmized educational process. The conducted research contributes to the issue of case technology implementation—the algorithm of professional task solutions, aimed at improving students’ English-speaking skills—in teaching professional legal English. The aim of the study is to investigate the effectiveness of case technology in the improvement of ESP speaking skills in the course of distance and face-to-face learning. Comparative analysis of the distance and face-to-face format of case technology implementation in teaching professional foreign communication to law students was carried out in the course of the two-semester study conducted at SPbPU (N 120) in the period from January 2020 to July 2021. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The results of the study showed that, for such assessment criteria as task completion, discourse competence and meaningfulness, the use of case technology in a face-to-face format was more effective than the one carried out on-line. As it can have some pedagogical implications on the improvement of English-speaking skills while teaching professional legal English at university, additional effort should be taken to ensure the effectiveness of case technology in the course of distance learning.
... Traditionally, scholars were interested in students' perceptions of the FB types they receive in writing classes (e.g., Cohen & Cavalcanti, 1990;Hedgcock & Lefkowitz, 1996;Leki, 1991;Lizzio & Wilson, 2008;Peterson & Irving, 2008). More recently, several studies have explored learners' perceptions of learning contexts in general (e.g., Chien et al., 2020;Fu et al., 2019;Sletten, 2017;Wei & Chou, 2020), In this respect, several scholars have argued that technology can have a positive impact on language teaching and learning (e.g., Cheung & Slavin, 2012;Li, 2006Li, , 2021Zaini & Mazdayasna, 2015), and that its integration can allow for introducing more innovative methods to language teaching and learning and create an active learning environment, thus deepening the engagement of learners in the learning process (e.g., AlSaied & Akhtar, 2021;Chang & Windeatt, 2021;Walker & Patel, 2018). Further, the extant literature has found that positive perceptions of technology are necessary for future use in instructional settings and for achieving intended learning outcomes (e.g., Alzahrani & O'Toole, 2017;Joyce & Kirakowski, 2015;Wei & Chou, 2019), and can allow for deeper learning (Mohamed, 2008). ...
Recently, the integration of computer-based feedback (CBF) systems, as assistive tools for instructors, into EFL writing contexts has attracted researchers’ attention. However, EFL learners’ perceptions toward such tools’ application remain under-investigated. Therefore, this study investigates EFL learners’ perceptions toward integrating CBF into writing classrooms in the Saudi higher education level. We adopted a quasi-experimental research design with a mixed-method approach for data collection and purposive sampling as sampling technique. We administered pre-questionnaires to two groups of Saudi male EFL undergraduate students undertaking an English program ( n = 40). The experimental group’s participants developed four multiple draft essays after receiving automated feedback on each essay (i.e., the treatment), after which post-questionnaires were administered to measure shift in their perceptions. The findings suggest that majority of participants held positive views on this tool, and some of their views positively changed at a statistically significant level after practice. However, we identified few student concerns regarding these systems. Thus, although integrating such tools into writing classes provides learners with positive experiences and encourages their engagement in learning, instructors must ensure the students’ access to functional devices and appropriate Internet connections.
... Traditionally, scholars were interested in students' perceptions of the FB types they receive in writing classes (e.g., Cohen & Cavalcanti, 1990;Hedgcock & Lefkowitz, 1996;Leki, 1991;Lizzio & Wilson, 2008;Peterson & Irving, 2008). More recently, several studies have explored learners' perceptions of learning contexts in general (e.g., Chien et al., 2020;Fu et al., 2019;Sletten, 2017;Wei & Chou, 2020), In this respect, several scholars have argued that technology can have a positive impact on language teaching and learning (e.g., Cheung & Slavin, 2012;Li, 2006Li, , 2021Zaini & Mazdayasna, 2015), and that its integration can allow for introducing more innovative methods to language teaching and learning and create an active learning environment, thus deepening the engagement of learners in the learning process (e.g., AlSaied & Akhtar, 2021;Chang & Windeatt, 2021;Walker & Patel, 2018). Further, the extant literature has found that positive perceptions of technology are necessary for future use in instructional settings and for achieving intended learning outcomes (e.g., Alzahrani & O'Toole, 2017;Joyce & Kirakowski, 2015;Wei & Chou, 2019), and can allow for deeper learning (Mohamed, 2008). ...
Recently, the integration of computer-based feedback (CBF) systems, as assistive tools for instructors, into EFL writing contexts has attracted researchers’ attention. However, EFL learners’ perceptions toward such tools’ application remain under-investigated. Therefore, this study investigates EFL learners’ perceptions toward integrating CBF into writing classrooms in the Saudi higher education level. We adopted a quasi-experimental research design with a mixed-method approach for data collection and purposive sampling as sampling technique. We administered pre-questionnaires to two groups of Saudi male EFL undergraduate students undertaking an English program (n=40). The experimental group’s participants developed four multiple draft essays after receiving automated feedback on each essay (i.e., the treatment), after which post-questionnaires were administered to measure shift in their perceptions. The findings suggest that majority of participants held positive views on this tool, and some of their views positively changed at a statistically significant level after practice. However, we identified few student concerns regarding these systems. Thus, although integrating such tools into writing classes provides learners with positive experiences and encourages their engagement in learning, instructors must ensure the students’ access to functional devices and appropriate Internet connections.
... Information and communication technology (ICT) have been increasingly used in education to facilitate learning opportunities and enhance the quality of teaching [1,2]. Multiple studies have unraveled the positive impact of various ICT factors on students' learning process in different subject domains, claiming a significant role of ICT in students' academic performance [3][4][5][6]. Technology-enhanced teaching strategies thus have become indispensable in an educational context. However, they compound the complex teaching process, turning teaching into a more challenging profession [7]. ...
This study examined how Chinese college teachers developed their Technological Pedagogical Content Knowledge (TPACK) by situating the learning process in three interactive activity systems during teaching English as foreign language (EFL) online in China. Data were collected from teachers’ diaries, in-depth interviews, and various records of online teaching. Findings indicated that teachers employed cultural artifacts, social relations, and beliefs and concepts to cope with difficulties that confronted their online teaching. They also performed sideways moves to new activities that provided systemic implications for the previous form of activity. Hence, the teachers constructed their TPACK through bi-directional learning within and between an online teaching activity system and its two interactive systems. This study highlighted the situativeness and distribution of TPACK development, and assumes significance in sustainable teacher development and further integration of information and communication technology (ICT) in English language teaching.
... The authors Montoya et al. (2016) recommend that the student as an object of learning seeks to generate a pleasant relationship in which the speaker enjoys this practice and allows him to discover new ways of understanding the contents that generate rewarding stimuli; In addition to activities of exchanges related to reading such as feedback, questions, deduce, underline, analyze. As for the children observed in this sublevel, the language does not have a high level of development, problems of pronunciation, expression and a very poor vocabulary are noticed, also when reading a story or reciting shorts, many times it fails to repeat and sometimes does not specify what is narrated to them (Cheung & Slavin, 2012;Ainley et al., 2005). ...
The study of language learning performance in reading comprehension of the students of the elementary school of the EU "May 28" of the Chone canton, begins by understanding how significant language is in the development of the reading for the generation of new knowledge, reading comprehension is one of the basic skills that everyone must master for personal and professional development. Basically, the stage of primary education is essential to acquire this skill. The level of research was descriptive, under the quantitative approach, a survey was applied to representatives of students at the elementary level, two interviews with the teachers of the Educational Unit "May 28" and an observation sheet for the students of the elementary school, with the aim of determining the language in reading comprehension. Having as a result that the acquisition of language goes through the contribution of parents, the way teachers teach and the influence of the different contexts in which it develops, in addition to reading and therefore poor reading comprehension.
... To achieve these objectives, teachers need to be involved in collaborative projects and the development of intervention change strategies which should include teaching partnerships with ICT tools. Further, there are three conditions necessary for teachers to introduce ICT and use it in their classrooms: teachers should believe in the effectiveness of technology, should believe that the use of the technology will not cause any disturbances in students learning, and finally in their control over the new technology (Cheung & Slavin, 2012). However, research studies have shown that most teachers do not make use of the potential of ICT to contribute to the quality of learning environments in spite of the value attached to the technology (Butler, et al., 2018). ...
This study investigated the status of ICT facilities used for teaching and learning in selected secondary schools in Ilorin metropolis. The study adopted a descriptive survey research design because it concerned with the collection of data from a large population for the purpose of describing and interpreting the data for generalization. The population consisted of all principals, teachers and students in secondary schools in Ilorin metropolis, Kwara State. Simple random sampling technique was adopted for selecting (10) principals, (50) teachers and (100) students as respondents from ten selected secondary schools in Ilorin metropolis, Kwara State. Structured questionnaires and checklist constructed by the researchers were used as the instruments for data collection from the respondents. The instruments were validated through expert judgment and a reliability coefficient of 0.69 and 0.72 was established respectively by adopting test-retest method within three weeks interval. Descriptive statistics of frequency count and percentages were used to analyze data. The results of the study revealed that; secondary schools in Ilorin metropolis have ICT facilities but not in required quantities and majority of them are not in good state for effective teaching and learning in many schools. A lot of constraints are contributing to the poor state of ICT facilities in secondary schools. This study made some recommendations in line with the findings, one of which is to encourage school administrators, teachers and students toward good maintenance culture of ICT facilities in schools.
... The use of reading instruction programs that use ICT resources as an educational supplement, which were the most frequently used programs in past decades, did not have a significant effect on reading performance (Dynarski et al., 2007;Campuzano et al., 2009). Other more comprehensive models that use methodologies that combine practices with the presence/absence of ICT, together with specific teacher training, seem to reveal a greater impact on reading (Cheung and Slavin, 2012). These findings show that integrating technological and nontechnological components for the teaching of reading is the most relevant issue. ...
The digital transformation of educational systems requires an evaluation of the effects of the integration of technologies in teaching-learning processes. From a pedagogical approach, Information and Communication Technologies (ICT) are defined, on the one hand, as the set of technologies that contain, store and disseminate information (e.g., e-books, videos, or databases) and, on the other hand, those technologies designed for short-term communication (e.g., social networks and smartphones). Academic achievement is one of the most widely used variables to try to understand how information and communication technologies affect student learning outcomes. Several international studies have shown little improvement in performance attributed to the use of ICT, although other reviews have shown positive results in relation to certain curricular areas. However, in general, the research is inconclusive and more studies are needed on this complex relationship. A systematic review was carried out using the Education Resources Information Center (ERIC) educational database as a documentary source, and research articles on academic performance and ICT use were selected (n = 100). As a result, there was evidence of improved performance in educational practices enriched with ICT. Mathematics and science are the areas of greatest interest to researchers, and it was observed that the educational systems most oriented toward competitiveness and educational selectivity are the most productive in this field. The discrepancies between the "macro-studies" of international organizations and the "micro-studies" analyzed in this review are discussed.
... En outre, cela signifierait également prendre le risque de renforcer l'exposition des adolescents aux supports numériques, avec des effets indésirables sur le développement tels que la perturbation des cycles de sommeil (Carter et al., 2016) ou un risque accru de surpoids (Fang et al., 2019). Qui plus est, les preuves de l'efficacité des supports numériques en éducation sont limitées, les études faisant état de gains limités (Cheung & Slavin, 2012) et parfois de pertes (Laurent et al., 2019) dans les acquisitions scolaires. Alternativement, les stresseurs associés aux TIC pourraient être déjoués en recherchant des supports pédagogiques autres que numériques, tels que des manuels scolaires semi-autonomes à distribuer pendant les épisodes de confinement. ...
Le premier confinement dû au virus du COVID-19 a induit des changements importants dans la vie des adolescents, mais on sait peu de choses sur les processus qui ont affecté l'engagement scolaire des jeunes durant cette période. Cette étude aborde la question en testant un modèle de processus de stress explicatif de l'engagement scolaire pendant cette période, fondé sur les stresseurs du confinement et les ressources des adolescents. Des données ont été recueillies auprès de 406 adolescents français et de leurs parents (classes de 6è à 3è , 47% de filles). Les résultats montrent que de multiples stresseurs (anxiété parentale, absence d'Internet ou d'ordinateur, activités scolaires peu pertinentes et peu claires) et ressources (concept de soi académique, soutien des parents et soutien des enseignants) ont affecté les niveaux d'engagement, et que certains effets étaient entremêlés (par exemple, les effets des activités scolaires peu pertinentes et peu claires étaient modérés et médiatisés par le concept de soi académique). Des implications sont tirées sur les moyens d'intervenir sur les processus de stress et d'aider les adolescents à rester engagés dans leur travail scolaire en temps de confinement.
... A variety of electronic tools (e.g computer, mobile devices, internet access, and interactive white boards) can help educators deliver learning materials and support learning in otherwise traditional classrooms. Enhancing instruction entails incorporating technology into instruction; rather than simply making it available to students (Cheung & Slavin 2012). ...
... Moreover, it would also mean taking the risk of reinforcing the exposure of adolescents to digital devices, with unexpected undesirable effects on development such as disruption of sleep patterns (Carter et al., 2016) or increased risk for overweight (Fang et al., 2019). What is more, the evidence for the efficacy of digital devices in education is limited, with studies reporting limited gains (Cheung & Slavin, 2012) and sometimes losses (Laurent et al., 2019) in academic learning. Alternatively, the stressors associated with ICTs could be by-passed by looking for instructional supports other than digital, such as semi-autonomous textbooks to be distributed during confinement episodes. ...
The first COVID-19 confinement induced dramatic changes in the lives of adolescents, but little is known about the processes that affected youth engagement with school during this period. This study addressed this issue by uncovering a stress process model of school engagement during confinement, based on confinement stressors and adolescent resources. Data were collected from 406 French adolescents and their parents (grades 6 through 9, 47% girls). The results showed that multiple stressors (parental anxiety, lack of Internet or computer, low relevant and unclear school activities) and resources (academic self-concept, parental support and teacher support) affected engagement, and that some effects intertwined (e.g., effects of low relevant and unclear school activities were moderated and mediated by academic self-concept). Implications are drawn on ways to tackle stress processes and help adolescents stay engaged with schoolwork during confinement.
... More specifically, a common practice associated with FB research is to explore learners' perceptions of the FB provided to them regarding their written texts (Cohen & Cavalcanti, 1990;Lizzio & Wilson, 2008;Peterson & Irving, 2008). Several studies have concluded that integrating technology into teaching and learning languages can positively influence the learning process (Cheung & Slavin, 2012;Li, 2006;Li, 2021;Zaini & Mazdayasna, 2015). In fact, technology can change learning experiences and quality by introducing innovative methods and sources for language learning and teaching that can create a student-centred situation, engage learners deeply in their own learning and allow them to become active rather than passive learners (Chang & Windeatt, 2021;Walker & Patel, 2018). ...
The literature emphasises the role of feedback (FB) in writing development, leading to explorations of different types of FB to provide, such as teacher-based FB (TBF), peer feedback (PF) and computer-based feedback (CBF). This quasi-experimental study aimed to investigate EFL learners’ perceptions of the reliability of TBF, PF and CBF. The participants (n = 40) were Saudi male EFL students in a BA English programme at a Saudi university. The study employed an experimental group (n = 21) and a control group (n = 19). For data collection, pre- and post-intervention questionnaires were administered. The intervention exposed the participants to giving and receiving PF and introduced them to CBF. Following training in providing PF and using the automated system, the participants went through four cycles of writing during which they developed four essays; with each essay, PF and CBF were employed to produce multiple drafts. The main findings indicated that TBF was perceived to be the most reliable type of FB, and that CBF was considered more reliable than PF. Additionally, our findings suggest that the more students are exposed to CBF, the more likely they are to accept it. Pedagogical implications arising from these findings are also discussed.
Educational myths occur when evidence-based research does not confirm common beliefs about learning and teaching methodology. On the other hand, educational misconceptions are beliefs which have been debunked by research but are still being used in a classroom setting. This research aims to investigate the beliefs of Maltese primary school educators concerning the main educational myths and misconceptions. The researcher seeks to provide a perspective of the local educators in relation to common educational myths and how these beliefs could infiltrate the Maltese educational system. A quantitative explorative design was utilised to evaluate the beliefs of Maltese primary school educators concerning four areas: Learning Styles, Bilingualism, Digital Learners and Homework. One hundred and seventy-nine educators responded to an online questionnaire. The researcher used descriptive and inferential statistics to analyse the data. Results indicate that primary school educators believe in myths related to learning styles the most, followed by misconceptions about homework provision. Chi-square analysis revealed that myths were widespread throughout different cohorts, where no difference between educators' roles and level of education could be identified; however, some differences between sectors could be identified.
The influence of electronic screens on the health of children and adolescents and their education is not well understood. In this prospectively registered umbrella review (PROSPERO identifier CRD42017076051), we harmonized effects from 102 meta-analyses (2,451 primary studies; 1,937,501 participants) of screen time and outcomes. In total, 43 effects from 32 meta-analyses met our criteria for statistical certainty. Meta-analyses of associations between screen use and outcomes showed small-to-moderate effects (range: r = –0.14 to 0.33). In education, results were mixed; for example, screen use was negatively associated with literacy (r = –0.14, 95% confidence interval (CI) = –0.20 to –0.09, P ≤ 0.001, k = 38, N = 18,318), but this effect was positive when parents watched with their children (r = 0.15, 95% CI = 0.02 to 0.28, P = 0.028, k = 12, N = 6,083). In health, we found evidence for several small negative associations; for example, social media was associated with depression (r = 0.12, 95% CI = 0.05 to 0.19, P ≤ 0.001, k = 12, N = 93,740). Limitations of our review include the limited number of studies for each outcome, medium-to-high risk of bias in 95 out of 102 included meta-analyses and high heterogeneity (17 out of 22 in education and 20 out of 21 in health with I² > 50%). We recommend that caregivers and policymakers carefully weigh the evidence for potential harms and benefits of specific types of screen use.
The current study aimed to provide a detailed synthesis of the literature on digital mathematics games and to gain an in-depth understanding of the current status of research on digital mathematics games. For this purpose, digital mathematics game articles published in peer-reviewed journals from 2005 to 2023 were systematically reviewed. To locate these articles, the following keywords were searched in TR Index, DergiPark Academic, and Google Scholar: “digital game”, “video game”, “computer game”, “interactive game”, “mobile game”, and “serious game”. The articles retrieved from the search were subjected to a two-stage screening process. First, the titles and abstracts of the articles were examined. Second, their full texts were examined. After the screening process, 26 articles that suited the purpose of the study were determined. Relevant data from the selected articles were extracted manually, recorded in an Excel spreadsheet, and finally synthesized. The findings were reported using the following research trends: (i) research aims, (ii) research methodologies, (iii) research participants, (iv) sample sizes, (v) designers of the digital mathematics games, (vi) environments used for designing digital mathematics games, and (vii) learning domains of the digital mathematics game topics. The findings are discussed based on the literature and implications for stakeholders are presented.
This study explores educational technology infusion in the U.S. school district context. We used a complex systems perspective to understand the interactions between the classroom (micro), building (meso), and organization (macro) system levels of a school district, offering insight into how and why certain permutations of tools, content, and practices are effective and impactful. We used comparative case study methods to understand (a) patterns in teachers’ implementation of digital technologies in early elementary classrooms and (b) the organizational system that influences those patterns in one small school district serving a mixed suburban/rural community. Data were collected over 12 months, and included: elementary classroom observations, interviews with principals and district leaders, and student performance data. Our findings trace activities within and connections across levels of a district organization undergoing technology infusion. We found that district administration established human-centered leadership practices to facilitate instructional technology integration and principals maintained this leadership ethos in variable ways. Teachers leveraged technology for personalization and collaborative learning, and used robust classroom management routines to anchor complex instruction with young children. The findings highlight key considerations for system leaders, technologists, and policymakers; in particular, establishing a professional culture that offers widespread support for instructional experimentation.
Well‐designed computer or app‐based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high‐quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow‐up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app‐delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty‐two primary schools (269 learners) participated in a cluster‐randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre‐ and post‐measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well‐designed computer or app‐based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app‐based learning and teacher intervention functions as intended to provide additional support for those who need it.
Practitioner notes
What is already known about this topic
Well‐designed computer or app‐based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high‐quality instruction, reducing time and resources required for training expert delivery, saving instructional time).
Implementation can still affect outcomes when using educational technology, and without follow‐up support after training, implementation of educational interventions is often poor and outcomes reduced.
The extent to which this is the case when the core element of an intervention is computer or app‐delivered is not yet clear.
What this paper adds
We found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners.
We also found the implementation support did not affect delivery of the core, app‐delivered element of the programme.
However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app‐based learning and teacher intervention for learners who require further support.
Implications for practice and policy
These findings have implications for providing access to high quality instruction in early reading skills at scale, with minimal training.
More broadly, the current study suggests that well‐designed computer or app‐based instruction can yield positive outcomes with minimal implementation support and training.
However, the findings of this study identify some potential risk of an over‐reliance on technology to facilitate the learning of all learners accessing the programme.
Further research is required to ensure the interplay between learners' app‐based learning and teacher intervention functions as intended to provide additional support for those who need it.
Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data. This meta-analysis examined fidelity reporting within reading intervention studies for students with or at risk for dyslexia in Grades K–5. We aimed to record the frequency and extent of fidelity reporting, explore associations between study or intervention features and fidelity reporting, and compare mean intervention effect sizes for studies reporting fidelity and those that did not. A total of 51 studies were included. Results indicated that 75% of studies reported fidelity data. Studies reporting fidelity primarily focused on adherence and dosage data with little to no information reported for other dimensions of fidelity (i.e., quality, responsiveness, differentiation). Suggestions for improving reporting of treatment fidelity data are discussed.
This qualitative case study tells the story of Jack's turn to multimodal tools in second grade. Jack's mom, who is also the researcher, analyzes his paper/pencil and digital book reports during second grade to show how whole language practices, driven by his interests, opened possibilities that his teacher and mom never imagined he would be capable of in second grade. Not only did he enjoy digital writing more than traditional paper/pencil writing, but he also demonstrated greater sentence fluency, stronger analysis, and connected more meaningfully with his readers. Additionally, the digital mode opened up a dialog between student and teacher that facilitated a healthier writing process. This analysis has the potential to help teachers and parents imagine broader possibilities for using digital tools to facilitate healthy literacy practices at home and at school.
In this paper, we report a 12-week longitudinal study aiming at exploring the students’ reading outcome and cognitive load with individual-based print, mobile app of Rain Classroom and collaboration-based social media of WeChat. Administered to 186 postgraduate students in a research university were the weekly reading materials and comprehension tests, together with the self-designed CLCR scale after the reading sessions. A combination of one-way and repeated measures ANOVA along with multi-regression analysis showed that social media produced the best reading outcome; The same pattern occurred about enhanced reading outcome in the initial sessions followed by a decline at the end; Reading outcome in print other than in mobile and social media significantly increased from the first session to the ending session; Reading in mobile generated the highest level of extraneous, intrinsic, and germane load; Multi-regression analysis showed a negative relationship between intrinsic load and the prediction of collaborative reading across all the reading contexts. Further efforts may contribute to more complex patterns of reading outcome and cognitive load status by arranging individual- and collaboration-based contexts in different sequences for students with high and low level of cognitive load.
This research examines the effects of a computer reading program as a supplement to classroom instruction for Kindergarten students across Study 1 and Study 2 (N = 55 and 88, respectively). Students attended schools in suburban settings and all students received their typical balanced literacy programming. Students in the treatment condition used the Ooka Island computer program (Scholastic F.I.R.S.T.TM, 2017) as a supplement to classroom instruction. The computer program targets phonological awareness, word reading, and reading comprehension. Across both studies, students in the treatment group (n = 26 and 49 for Study 1 and 2, respectively) had better outcomes for phonological blending, word reading, reading comprehension, and book-reading levels than the business-as-usual control group (n = 29 and 39). There were no group differences for phonological segmentation. The findings demonstrate that early-reading computer programs, such as Ooka Island, have the potential to supplement classroom instruction toward building foundational reading skills.
The increasing prevalence of technology in PreK–12 classrooms requires teachers to understand the technologies available as well as how and when to implement them across content areas and grade levels. Practitioner-oriented journals are an effective resource that teachers use to learn what, and how, to implement in the classroom. As such, this systematic review of the literature examined practitioner-oriented journals sponsored by major education organizations for technology implementation across content areas to determine the nature of the activities suggested using the SAMR Model. Results show a need for more resources regarding implementing technology across content areas in general, particularly at the redefinition level of the SAMR model. These insights allow for suggestions and recommendations for educating preservice teachers in technology integration before they become classroom teachers.
This second-order meta-analysis (i.e., systematic quantitative synthesis of individual meta-analyses) summarises how the use of technology affects learning (achievement outcomes) in three different educational settings: in-class, online learning and blended learning. Comprehensive literature searches identified 915 potentially relevant publications. Final review covers 131 primary meta-analyses (featuring 134 independent effect sizes) across settings, technology types, grade levels and subject matters. Aggregated effect sizes were organised in three independent collections around the setting type/delivery mode (in-class, online and blended), while technology type and major functionality, grade level and subject matter, plus publication date, coverage and representativeness, as well as some aspects of implementation quality of the included meta-analyses were all coded and analysed as moderator variables. Additional sensitivity analysis and analyses of methodological moderator variables further reduced the data set to 118 effect sizes distributed across three educational settings: in-class, online learning and blended learning.
Call for Papers and Special Issue Proposals
Aims and Scope
Journal of Language Teaching and Research (JLTR) is a scholarly peer-reviewed international scientific journal published bimonthly, focusing on
theories, methods, and materials in language teaching, study and research. It provides a high profile, leading edge forum for academics, professionals,
consultants, educators, practitioners and students in the field to contribute and disseminate innovative new work on language teaching and research.
JLTR invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both
practical and theoretical aspects of language teaching, learning, and research. These areas include, but are not limited to, the following topics:
• Language teaching methodologies
• Pedagogical techniques
• Teaching and curricular practices
• Curriculum development and teaching methods
• Programme, syllabus, and materials design
• Second and foreign language teaching and learning
• Classroom-centered research
• Literacy
• Language education
• Teacher education and professional development
• Teacher training
• Cross-cultural studies
• Child, second, and foreign language acquisition
• Bilingual and multilingual education
• Translation
• Teaching of specific skills
• Language teaching for specific purposes
• New technologies in language teaching
• Testing and evaluation
• Language representation
• Language planning
• Literature, language, and linguistics
• Applied linguistics
• Phonetics, phonology, and morphology
• Syntax and semantics
• Sociolinguistics, psycholinguistics, and neurolinguistics
• Discourse analysis
• Stylistics
• Language and culture, cognition, and pragmatics
• Language teaching and psychology, anthropology, sociology
• Theories and practice in related fields
Special Issue Guidelines
Special issues feature specifically aimed and targeted topics of interest contributed by authors responding to a particular Call for Papers or by
invitation, edited by guest editor(s). We encourage you to submit proposals for creating special issues in areas that are of interest to the Journal.
Preference will be given to proposals that cover some unique aspect of the technology and ones that include subjects that are timely and useful to the
readers of the Journal. A Special Issue is typically made of 15 to 30 papers, with each paper 8 to 12 pages of length.
A special issue can also be proposed for selected top papers of a conference/workshop. In this case, the special issue is usually released in
association with the committee members of the conference/workshop like general chairs and/or program chairs who are appointed as the Guest
Editors of the Special Issue.
The following information should be included as part of the proposal:
• Proposed title for the Special Issue
• Description of the topic area to be focused upon and justification
• Review process for the selection and rejection of papers
• Name, contact, position, affiliation, and biography of the Guest Editor(s)
• List of potential reviewers if available
• Potential authors to the issue if available
• Estimated number of papers to accept to the special issue
• Tentative time-table for the call for papers and reviews, including
o Submission of extended version
o Notification of acceptance
o Final submission due
o Time to deliver final package to the publisher
If the proposal is for selected papers of a conference/workshop, the following information should be included as part of the proposal as well:
• The name of the conference/workshop, and the URL of the event.
• A brief description of the technical issues that the conference/workshop addresses, highlighting the relevance for the journal.
• A brief description of the event, including: number of submitted and accepted papers, and number of attendees. If these numbers are not
yet available, please refer to previous events. First time conference/workshops, please report the estimated figures.
• Publisher and indexing of the conference proceedings.
If a proposal is accepted, the guest editor will be responsible for:
• Preparing the “Call for Papers” to be included on the Journal’s Web site.
• Distribution of the Call for Papers broadly to various mailing lists and sites.
• Getting submissions, arranging review process, making decisions, and carrying out all correspondence with the authors. Authors should
be informed the Author Guide.
• Providing us the completed and approved final versions of the papers formatted in the Journal’s style, together with all authors’ contact
information.
• Writing a one- or two-page introductory editorial to be published in the Special Issue.
Congress posed questions about the effectiveness of educational technology and how effectiveness is related to conditions and practices. The study identified reading and mathematics software products based on prior evidence of effectiveness and other criteria and recruited districts, schools, and teachers to implement the products. On average, after one year, products did not increase or decrease test scores by amounts that were statistically different from zero. For first and fourth grade reading products, the study found several school and classroom characteristics that were correlated with effectiveness, including student-teacher ratios (for first grade) and the amount of time products were used (for fourth grade). The study did not find characteristics related to effectiveness for sixth grade math or algebra. The study also found that products caused teachers to be less likely to lecture and more likely to facilitate, while students using reading or mathematics software products were more likely to be working on their own. The results reported here are based on schools and teachers who were not using the products in the previous school year. Whether products are more effective when teachers have more experience using them is being examined with a second year of data. The study will involve teachers who were in the first data collection (those who are teaching in the same school and at the same grade level or subject area) and a new group of students. The second-year study will also report results separately for the various products.
How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (+/-0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing. and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.
This article extends the issues and arguments raised in Bernard, Abrami, Lou, and Borokhovski (Distance Education, 25(2), 175–198, 2004) regarding the design of quantitative, particularly experimental research in distance education. A single experimental, study from the distance education literature is examined from six different perspectives to show the differences between preexperiments, true experiments, and quasi‐experiments in terms of their impact on interpretability and generalizability (i.e., internal and external validity). Arguments for and against experimentation are discussed and the article ends with a description of meta‐analysis, the quantitative synthesis of experimental research, and its potential for providing answers to questions that no single study can adequately address.
This study examined the effects of the Waterford Early Reading Program on reading achievement gains across the first-grade year. The results of this longitudinal analysis demonstrated meaningfully greater gains on reading achievement for those with access to the Integrated learning system (ILS) (η = .10). Furthermore, the positive effects associated with access to the ILS were greatest for students demonstrating the lowest initial reading skills—those with reading skills at or below the 25th percentile at the beginning of first grade (η = .43). The results are interpreted as support for the ILS in early reading instruction, provided that the ILS is fully integrated into the teachers' reading curriculum and is not used as a stand-alone program.
Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
The purpose of this research was to explore the relative effectiveness of intensive reading interventions for struggling high school readers. A yearlong randomized control study was conducted to estimate causal effects, as measured by the criterion-referenced state assessment test, for 1,265 ninth-grade students in 89 classes across 7 high schools in a large school district. Students in the high risk group and the moderate risk group were randomly assigned to one of four intensive reading interventions (three new interventions and a “business as usual” control condition.) Results indicated that for all four interventions, gains made by students in the high risk group exceeded the benchmark for expected annual growth. For the moderate risk group, random effects mixed modeling showed that reliable differences were observed in the state outcome gain scores between two of the intensive interventions and the “business as usual” control condition (Glass's adjusted Δ = .27, .30).
This article reports the results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition. Results (weighted effect size of 0.489) demonstrate that technology can have a positive effect on reading comprehension, but little research has focused on the effect of technology on metacognitive, affective, and dispositional outcomes. We conclude that although there is reason to be optimistic about using technology in middle-school literacy programs, there is also reason to encourage the research community to redouble its emphasis on digital learning environments for students in this age range and to broaden the scope of the interventions and outcomes they study. [This report was produced by Learning Point Associates.]
This document reports on the impacts on student achievement for four supplemental reading curricula that use similar overlapping instructional strategies designed to improve reading comprehension in social studies and science text. Fifth-grade reading comprehension for each of three commercially-available curricula (Project CRISS, ReadAbout, and Read for Real) was not significantly different from the control group. The fourth curriculum, Reading for Knowledge, was adapted from Success for All for this study, and had a statistically-significant negative impact on fifth-grade reading comprehension. The study is based on a rigorous experimental design and a large sample that includes 10 districts, 89 schools, 268 teachers, and 6,350 students. During the first year of the study, it was found that over 90 percent (91 to 100 percent) of treatment teachers were trained to use the assigned curriculum, and more than half (56 to 80 percent) reported that they were very well prepared by the training to implement it. Over 80 percent (81 to 91 percent) of teachers reported using their assigned curriculum. Classroom observation data showed that teachers implemented 55 to 78 percent of the behaviors deemed important by the developers for implementing each curriculum. Scores on the three reading comprehension assessments were not statistically significantly higher in schools using the selected reading comprehension curricula. Impacts were correlated with some subgroups defined by student, teacher, and school characteristics. Appendixes include: (1) Random Assignment; (2) Flow of Schools and Students through the Study; (3) Obtaining Parent Consent; (4) Implementation Timeline; (5) Sample Sizes and Response Rates; (6) Creation and Reliability of Classroom Observation and Teacher Survey Measures; (7) Estimating Impacts; (8) Assessing Robustness of the Impacts; (9) Key Descriptive Statistics for Classroom Observation and Fidelity Data; (10) Study Instruments; and (11) Unadjusted Means. (Contains 91 tables, 8 figures, and 78 footnotes.)
For hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technology have prompted new efforts to understand the potential of multimedia and multimedia learning as a means of promoting human understanding. In Multimedia Learning, Second Edition, Richard E. Mayer asks whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviews twelve principles of instructional design that are based on experimental research studies and grounded in a theory of how people learn from words and pictures. The result is what Mayer calls the cognitive theory of multimedia learning, a theory introduced in the first edition of Multimedia Learning and further developed in The Cambridge Handbook of Multimedia Learning.
The purpose of the study was to determine the effect of computer-assisted instruction upon reading achievement with selected fourth-grade students. The students in the study were given traditional reading instruction along with computer-assisted instruction. A comparison of this group with a group of students receiving only the traditional reading instruction was conducted.^ A review of selected literature was conducted to gain background and supportive information to the development of the study.^ One hundred thirty-two fourth-grade students comprised the experimental and control groups for the fifteen-week study. The California Achievement Tests were administered as the pre- and posttest measures to all subjects in the research.^ Two-way analysis of variance (1 repeated measure) tests, the t-test, and the Pearson product-moment correlation coefficient were used to analyze the data.^ No significant difference existed between the means of the experimental and the control groups on reading comprehension. However, students in the experimental group showed a significant gain between the administrations of the pretest and the posttest.^ Based upon the findings of this study, the following conclusions were drawn. (1) From an educational viewpoint, the experimental group made a significant gain. (2) Matching the software to the objectives being taught in the traditional reading curriculum appears to be an effective educational practice.^ Based upon the findings of this study, the following recommendations were made. (1) A study should be conducted assigning students randomly to the experimental control groups in one school with the same teacher conducting classes for both groups. (2) More than one computer should be placed in the classroom to allow more computer time for students in order to ascertain whether increased amount of time would affect achievement. (3) A study should be conducted in Chapter I reading programs. (4) Further research should be conducted due to the limited number of studies.
This study seeks to examine the effects of computer assisted instruction on the reading achievement of first graders. Two hypotheses were tested. The first is that computer assisted instruction improves first graders' development of reading skills as measured by the CTBS Form U Level B. The second is that this development depends upon student sex. A quasi-experimental design was used to compare one group of first graders whose reading lessons were supplemented with CAI to a group of first graders whose reading lessons were not. A treatment by sex ANOVA on change in reading skills demonstrated a significant treatment (CAI versus control) main effect. Results from planned comparisons of treatment differences by sex demonstrated that statistically significant gains were sex specific with only males exhibiting a significant average increase when exposed to CAI. Although females exposed to CAI also tended toward greater gain in the sample, the magnitude of their gain was not statistically significant. The implications of these findings are discussed.
Currently, schools are investing substantial funds in integrated learning systems (I.L.S.'s)—networked comprehensive basic skills software from a single vendor. Although rational arguments can be made for the effectiveness of I.L.S.'s, districts want—and vendors are supplying—empirical evidence for decisionmaking. This article reanalyzes results reported in thirty evaluations of I.L.S.'s by using a common “effect size” statistic and correcting, where possible, for deficiencies in the original designs and reports. Some studies (including the most widely cited) substantially over-report I.L.S. effectiveness. On average, I.L.S.'s show a moderately positive effect on student achievement. However, the poor quality of most evaluations and the likely bias in what does get reported at all provide too weak a platform for district purchasing decisions.
Low achieving students in grades 4–6 were given supplementary microcomputer assisted instruction in reading and mathematics. Students' performance was assessed with a pretest/posttest nonequivalent control group design using standardized achievement and affective tests. Although all microcomputer experimental groups showed statistically significant pretest/posttest gains in reading and mathematics, the control groups using conventional instructional methods also showed similar gains. Analysis of covariance of achievement gains revealed only one experimental group, sixth grade reading, to be statistically superior to the control groups' performance. No significant changes in students' attitudes toward schooling or sense of control over their own performance were detected. Implications of this study's design and findings are discussed with respect to past CAI research and present CAI school practices.
Phonological awareness is "the ability to phonologically segment, analyze, and synthesize the speech stream (p. 552)." The present study evaluated the effectiveness of two computer programs, Daisy Quest and Daisy's Dilemma, to provide phonological awareness training to poor readers.
Students from two local elementary schools participated in the experiment. 54 subjects were selected to participate in the study. These students were administered a series of pretests that assessed a variety of word reading skills, phonological awareness ability, and their general verbal ability. Subsequently, children were grouped into triplets on the basis of the word identification scores and then randomly assigned to one of three condition: (1) phonological awareness training (DQ), (2) phonological decoding (HH), and (3) computer control (C). Training was provided for approximately 25 minutes a day over the course of seven weeks.
A series of multivariate analyses of covariance were carried out to determine if there were mean differences in children's post test phonological awareness ability. Significant improvement was noted on three of the five measures of phonological awareness for those children receiving the phonological awareness training. More importantly, the children receiving the phonological awareness training made significant improvement in their ability to read real words.
It was concluded that both computer programs were successful in enhancing the phonological awareness skills of poor readers. In addition, the improvements in phonological awareness directly impacted the word identification skills of children who were struggling in their efforts learning to read.
There has been a long-standing dispute about the efficacy of computer assisted instruction (CAI) with regard to the interpretation of effect size estimates in reviews using techniques of meta-analysis. It has been claimed that the data used to calculate these estimates come from studies which are methodologically flawed. The aim of this study was to provide an updated meta-analysis on the learning effect of (CAI) over a broad range of study features with particular attention focused on the effectiveness debate. Using standard procedures, the results and estimates were similar to previous reviews and showed a learning benefit for CAI. The mean effect size for CAI was (.24) for the years 1987–1992, with more recent studies showing an average of (.33). Although moderate, these estimates tended to raise the average student from at least the 50th and 60th percentile. However, studies which controlled for teacher and materials, and were of longer duration, and studies using pencil and paper equivalents of CAI s...
The authors assessed the effectiveness of two microcomputer programs for improving word recognition/decoding skills, and the extent to which decoding improvements lead to improvements in reading comprehension. The programs were used for 8 months in all three fourth-grade classes of a school with a history of low reading achievement, and whose students were from low socioeconomic backgrounds. Measures included standardized achievement tests and laboratory tasks. The authors found that use of the programs led (a) to substantial increases in word recognition/decoding skills, and (b) to substantial improvements in comprehension at the word and proposition/sentence level, but to no improvement at the passage level. The implications of these findings for theories of the relationship between decoding and comprehension are discussed. /// [French] Les auteurs évaluent l'efficacité de deux programmes micro-informatiques conçus pour améliorer la capacité d'identification/décodage des mots et veulent savoir jusqu'à quel point les progrès au niveau du décodage peuvent entraîner une meilleure compréhension en lecture. On a utilisé les programmes pendant huit mois avec les trois groupes de quatrième année d'une même école dont le passé démontre de faibles résultats en lecture et dont les élèves proviennent de familles défavorisées. Pour procéder à cette évaluation, on a utilisé des tests standardisés et des exercices de laboratoire. Selon les résultats obtenus, l'utilisation des programmes a entraîné (a) un progrès considérable au niveau de la capacité d'identification/décodage des mots, et (b) une importante amélioration de la compréhension au niveau de la phrase/proposition, mais aucune amélioration au niveau de la compréhension d'un passage. Les auteurs discutent de l'implication de ces résultats sur la validité de la théorie de l'efficacité verbale de Perfetti et Lesgold (1977, 1979). /// [Spanish] Los autores estiman la efectividad de dos programas para microcomputadoras para mejorar las habilidades de reconocimiento y decodificación de palabras, y la extensión a la que una mejora en la decodificación se traduce en mejora también en la comprensión de lectura. Los programas se usaron durante ocho meses en las tres clases de cuarto grado de una escuela que tenía una larga historia de bajo rendimiento en lectura, y cuyos estudiantes provenían de familias con un estatus socioeconómico bajo. Las medidas usadas incluían pruebas estandarizadas de rendimiento y tareas de laboratorio. De acuerdo a los resultados, el uso de los programas condujo (a) a incrementos substanciales en las habilidades de reconocimiento y decodificación de palabras y (b) a mejoras substanciales en comprensión al nivel de frases y proposiciones, aunque sin mejora alguna a nivel de pasaje. Los autores discuten las implicaciones de estos hallazgos en relación a la validez de la teoría de eficiencia verbal de Perfetti y Lesgold (1977, 1979). /// [German] Die autoren bewerten die Wirksamkeit von zwei Mikrokomputer-Programmen für die Verbesserung von Worterkenntnis/entzifferungsgeschick, und das Ausmaß, in dem Entzifferungsverbesserungen zu Verbesserungen im Leseverständnis führen. Diese Programme wurden angewandt in einer Acht-Monats-Spanne in allen drei der Viertschuljahr-Klassen einer Schule, die den Ruf hat, Schüler aufzuweisen, die aus Familien mit niedrigem sozialwirtschaftlichem Stand stammen und geringe Lesefähigkeiten aufweisen. Die Maßnahmen enthielten, Standard-Fähigkeitsprüfugen sowie Labor-Aufgaben. Wie die Resultate zeigen, führte die Anwendung dieser Programme zu a) wesentlichen Erhöhungen der Worterkenntnis/entzifferungsfähigkeit und b) wesentlichen Verbesserungen im Verständnis von Präposition/Satz, jedoch keiner Verbesserung auf der Abschnittsebene. Die Autoren erörtern die Begleiterscheinungen dieser Resultate mit Sicht auf die Gültigkeit von Perfetti und Lesgolds (1977, 1979) Verbal-Leistungstheorie.
This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools. In this year-long study, struggling readers in the Team Alphie schools were tutored in groups of 6. In the control schools, students were tutored using the standard oneto- one tutoring process used in SFA. Analyses of covariance of students' standardized reading scores indicated that the first-grade treatment group significantly outperformed the control group on all 3 reading measures, with no significant differences for second graders. Schools using Team Alphie were able to tutor many more students than the control schools. This study shows that a computer-assisted, small-group tutoring program may be at least as effective as one-to-one tutoring and serve more struggling readers. It may serve as a good example of Tier II instruction in a response to intervention (RTI) model.
The purpose of this study was to evaluate the effectiveness of the OpenBook to Literacy Program when used as a supplement to teacher-directed instruction. A pretest-posttest, quasi-experimental design was used to determine the reading comprehension gains of 4th-grade students over the course of fifteen weeks. The study investigated four research questions: (a) does the OpenBook Literacy program lead to significant gains in reading comprehension scores; (b) does the OpenBook Literacy program lead to significant gains in reading comprehension scores of fourth grade students who participate in the program, based on SES; (c) does the OpenBook Literacy program lead to significant gains in reading comprehension scores of fourth grade students who participate in the program, based on race; and (d) does the OpenBook Literacy program lead to significant gains in reading comprehension scores of fourth grade students who participate in the program, based on gender? Two 4th-grade teams, consisting of 128 students from two elementary schools in Memphis, participated in the study. Groups were selected with respect to demographic and achievement similarities, teacher qualification and experience, and access to program components and materials. Both groups received direct instruction in reading. The treatment group was also provided access to the OpenBook to Literacy program components, including the computer with the OpenBook software. The Test of Reading Comprehension 3rd edition (TORC-3) was used as the pretest and posttest for reading comprehension. An unpaired t-test was used for analysis with question one. The two-way ANOVA was used for analysis with questions two, three, and four. Mean scores showed a statistically significant difference (p < .05) for the treatment group on the posttest TORC-3 for research questions one and four. These findings suggest that OpenBook may be an effective supplement for increasing reading comprehension. Mean scores showed no statistically significant difference (p > .05) for the treatment group on the posttest TORC-3 for questions two and three. These findings suggest that implementation with specific groups may not be a significant factor in the program's success. It is recommended that administrators and educational leaders consider OpenBook to Literacy as a supplemental reading aid that can help close the achievement gap among students. ^
The Reading Rescue tutoring intervention model was investigated with 64 low–socioeconomic status, language-minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension. Tutored students made significantly greater gains reading words and comprehending text than controls, who received a small-group intervention (d = 0.70) or neither intervention (d = 0.74). The majority of tutored students reached average reading levels whereas the majority of controls did not. Paraprofessionals tutored students as effectively as reading specialists except in skills benefiting nonword decoding. Paraprofessionals required more sessions to achieve equivalent gains. Contrary to conventional wisdom, results suggest that students make greater gains when they read text at an independent level than at an instructional level.
This study investigated the effects of a computer-assisted instruction (CAI) program on basic skills achievement and attitudes toward instruction of Spanish-speaking migrant children. The study used two comparable groups of third, fourth, fifth, and sixth grade, Spanish-speaking migrant children. One group used CAI to supplement instruction while the second group served as a control. The academic achievement gains and attitudes of the groups were compared. Children (256) were administered the Comprehensive Tests of Basic Skills twice during 1 year and a Students’ Attitude Instrument at the end of the year. The results indicated that students who used the CAI program had greater achievement gains than did students who participated in the regular classroom program. However, students who were in the non-CAI program had more favorable attitudes toward CAI than did students in the CAI program.
Syntheses of research on educational programs have taken on increasing policy importance. Procedures for performing such syntheses must therefore produce reliable, unbiased, and meaningful information on the strength of evidence behind each program. Because evaluations of any given program are few in number, syntheses of program evaluations must focus on minimizing bias in reviews of each study. This article discusses key issues in the conduct of program evaluation syntheses: requirements for research design, sample size, adjustments for pretest differences, duration, and use of unbiased outcome measures. It also discusses the need to balance factors such as research designs, effect sizes, and numbers of studies in rating the overall strength of evidence supporting each program.
Despite considerable evidence in research that computer-based instruction enhances student learning, an argument is presented that most of this research is confounded. Wherever computers are used to deliver instruction (including the teaching of programming languages), any resulting change in student learning or performance may be attributed to the uncontrolled effects of different instructional methods, content and/or novelty. The evidence for this confounding places the independent variables in most of these studies in doubt and diminishes the role of educational computing research in the development of instructional theory but not in instructional development or delivery.
ABSTRACTS
This article presents the results of a one‐year study of the effectiveness of the Waterford Early Reading Program on kindergarten and first‐grade children in a large urban school district in New York state. To determine the effects of the Waterford program on reading achievement in eight classrooms compared with eight similar non‐Waterford classrooms, we used mixed methods. Through constructivist inquiry we defined three teacher variables from observational, survey, and interview data. We performed multivariate between‐subjects analysis on the main effect of the Waterford system using Brigance Screen scores as a covariate. We then tested each of the teacher variables for effects. Results indicated no significant difference on any of the subtests for the Waterford main effect. However, the Brigance Screens remained a predictor of end‐of‐the‐year success, and the teacher variables were important contributors to reading success. Our discussion considers these results from the emergent literacy and social constructivist theoretical frameworks. We conclude that the Waterford program failed to outperform non‐Waterford classrooms in part because it did not simulate or encourage the social constructions and interactions necessary for growth in early emergent reading and writing. [See also a letter to the editors regarding this article, and theauthors' and a reviewer's response: http:dx.doi.org10.1598RRQ.39.1.1 ]
Este artículo presenta los resultados de un estudio anual sobre la efectividad del Programa Waterford de Lectura Temprana (Waterford Early Reading Program) en niños de nivel inicial y primer grado provenientes de un gran distrito urbano en el estado de Nueva York. Se emplearon métodos mixtos para determinar los efectos del programa Waterford en el desempeño lector en ocho aulas, comparándolas con ocho aulas similares en las que no se usó este programa. A través de la indagación constructivista definimos tres variables docentes usando datos de observación, registros y entrevistas. Llevamos a cabo análisis multivariados inter‐sujetos para evaluar el efecto del sistema Waterford, con los valores de la prueba Brigance Screen como covariada. Luego analizamos los posibles efectos de cada una de las variables docentes. Los resultados indicaron ausencia de diferencias significativas en los subtests para el efecto del programa Waterford. Sin embargo, el Brigance Screens siguió siendo un predictor del éxito a fin de año y las variables docentes hicieron importantes contribuciones a los logros en lectura. Nuestra discusión considera estos resultados desde los marcos teóricos de la alfabetización emergente y el constructivismo social. Concluímos que los niños expuestos al programa Waterford no superaron a los niños de otras aulas, en parte porque este programa no estimula las construcciones e interacciones sociales necesarias para el crecimiento en la lectura y la escritura emergentes.
Dieser aufsatz liefert die Ergebnisse einer einjährigen Studie über die Effektivität des Waterford Leseprogramms für Kindergarten‐Anfänger und Kinder der ersten Klasse in einem großen städtischen Schulbezirk im Staate New York. Um die Effektivität des Waterford Programms auf den Leseerfolg in acht Schulklassen im Vergleich zu acht Nicht‐Waterford Schulklassen zu bestimmen, nutzten wir unterschiedliche Methoden. Durch konstruktivistisches Befragen definierten wir drei Variable für die Lehrer, ausgehend von beobachteten, untersuchten und befragten Daten. Wir führten multivariante Zwischenfächer‐Analysen über die Hauptwirkung des Waterford‐Systems unter Nutzung der Brigance Rasterbewertung als Bezugsvariante durch. Dann überprüften wir jede der Lehrer Variablen auf ihre Auswirkungen. Die Resultate zeigten keine bedeutsamen Unterschiede bei jedem einzelnen der Folgetests zugunsten des Waterford Einflusses. Jedoch verbleiben die Brigance Raster als Erfolgsvorhersage zum Jahresende und die Variablen der Lehrer erwiesen sich als wichtige Beiträge zum Leseerfolg. Unsere Diskussion berücksichtigt diese Ergebnisse von jüngst herausgebrachtem Buchwissen und sozial‐konstruktivistischem theoretischem Rahmenwerk. Wir kommen zu dem Ergebnis, dass das Waterford‐Programm nicht in der Lage ist, die Nicht‐Waterford Schulklassen zu übertreffen, zum Teil daher, weil es weder die sozialen Gegebenheiten nachzuvollziehen noch zu verbessern vermochte, die für Aufbau und Entwicklung beim frühen Erlernen des Lesens und Schreibens nötig sind.
Research in fields other than education has found that studies with small sample sizes tend to have larger effect sizes than those with large samples. This article examines the relationship between sample size and effect size in education. It analyzes data from 185 studies of elementary and secondary mathematics programs that met the standards of the Best Evidence Encyclopedia. As predicted, there was a significant negative correlation between sample size and effect size. The differences in effect sizes between small and large experiments were much greater than those between randomized and matched experiments. Explanations for the effects of sample size on effect size are discussed.
The evaluation of the Voyager Universal Literacy System® was designed to provide a rigorous assessment of the effectiveness of the program with beginning readers. Using a quasi-experimental design, researchers conducted a systematic evaluation of changes in 398 kindergarten students' command of early reading skills in 4 Voyager and 4 comparison schools in 2 inner-city districts in 8 months from 2002 and 2003. The study provides strong evidence of the efficacy of the Voyager program. Overall and for 3 out of the 4 pairs of schools examined, a large and significant difference was found in favor of the Voyager students. Effect sizes of the program ranged from 0.23 to 1.32 in 7 test instruments. In addition, the average scores of Voyager students at the end of kindergarten were largely around the national average, whereas those of comparison students remained below the national average. Using analysis of covariance models, the study found that the Voyager program has statistically significant positive impacts on student achievement in 6 out of 7 assessments. It also shows that the greater the fidelity of the implemented program to the Voyager plan, the larger the gains in literacy scores.
This chapter presents the results of a study of computer-based integrated learning systems at two elementary schools using different vendors' ILS software. The research design incorporated same-classroom pretest-matched controls in which one-half of each class used the ILS for mathematics while the other half used it for reading. Overall effects at both schools were not strongly different from zero. However, a curvilinear pattern of effects occurred at one school in math and at the other in reading. In these situations, students at the top and the bottom of their school's prior achievement distribution did better when using ILSs, and students in the middle did better with only traditional instruction provided to them. The results are interpreted as challenging the practicality of individualized instructional approaches. Such approaches require teachers to be attentive to many different learning activities simultaneously. To accomplish a greater integration of ILS and teacher-directed activity, ILS use should incorporate several features: some teacher-directed lessons followed by whole-class (not individualized) computer use, teacher-led remediation of small groups based on system-supplied information making the formation of such groups easily done, and the establishment of heterogeneous student teams that provide motivation for accomplishment and for peer assistance.
Two hundred sixty-five kindergarten children from a high-risk community participated in an 10-month evaluation of the effectiveness of the Waterford Early Reading Program, a software program designed to facilitate early literacy development. One hundred fifty-one students in eight experimental classrooms used the program for approximately 15 minutes per day. One hundred fourteen students in seven nonintervention classrooms had varying amounts of access to older hardware and software that was not systematically utilized by their teachers. Students were individually pre-and posttested using the TERA-2, the Lindamood Auditory Conceptualization Test, and the Waterford Inventory. Results indicated that students in the experimental classrooms performed significantly better than nonintervention students on the TERA-2 and the Waterford Inventory. Students in the experimental classrooms also showed a trend to outperform nonintervention students on the Lindamood, although not to a significant degree.
Writing to Read (WTR) is an approach to initial language arts instruction which involves a multisensory learning environment including computers. The first Canadian installation of WTR began in two British Columbia school districts in 1985. This article focuses primarily on one of those districts and describes an evaluation of the WTR experience from the time of its planning (1984) until the conclusion of its second year of full operation (1987). The evaluation shows the WTR experience to have a positive impact on some aspects of writing achievement. However, the evaluation also suggests the value of closer scrutiny of the WTR system from more than the criteria of achievement scores.
This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All schools compared 159 first-grade students randomly assigned to technology or nontechnology conditions in a year-long study. Across all students, significant differences favored the technology condition on Woodcock Letter-Word Identification and Word Attack and GORT Fluency and Total scales (median ES = +0.28). Tutored first graders who received both technology enhancements scored significantly higher on the GORT, Woodcock LetterWord and Word Attack, Fluency, Comprehension, and Total scales (median ES = +0.53). Nontutored students who experienced just the embedded multimedia scored significantly higher than nontutored control students on Woodcock Letter-Word Identification and GORT Total scores, and marginally higher on GORT Fluency (median ES = +0.27). Results suggested that video and computer technology embedded in instruction may accelerate children's learning.
Software that teaches users to sing in tune and in rhythm while providing real-time pitch tracking was used in a study of struggling middle school readers. The software, Carry-a-Tune (CAT) was originally developed to improve singing; however, since it involves a repeated reading format, we used it to determine its effect on comprehension and reading achievement. Twenty-four students in grades 7 and 8 utilized the software program for 30 minutes, three times a week for 9 weeks. A matched control group of 24 students had a different reading experience during the same time period. The mean pretest instructional reading level for both groups was fourth grade. The mean instructional level scores for the treatment group improved significantly (7 months during the 9-week study). The matched control group students did not experience gains. Sustainability data from assessment 4 months after the study's conclusion indicated treatment students gained another 6 months. This placed them solidly in mid-fifth grade for instructional reading level. The control students, again, evidenced no significant gains.
In this article, we describe the development of a technology-based intervention program for older struggling readers. Developed over several years, this program was based on a theoretical understanding of reading acquisition. In addition, it capitalized on pedagogical principles that can be enhanced through the use of integrated media. The end result of this R&D activity is a powerful prototypic program that has been shown to enhance the reading skills of middle and high-school students who have struggled with reading during most of their school careers.
Successful implementation of evidence-based educational practices at scale is of great importance but has presented significant challenges. In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers' fidelity of treatment implementation and their perceptions of school climate mediate effects on student performance? Using a randomized control trial at scale, the authors examine Kindergarten Peer Assisted Learning Strategies, which previously has been shown to be effective in increasing student reading achievement. Analyzing data from 2 years and three sites, the analyses show that the level of on-site technical support has significant effects on reading achievement gains, are robust across multiple sites, and are mediated by fidelity of implementation within teachers' classrooms.
Whether computer-assisted instruction (CAI) can improve reading achievement of students has been a crucial question addressed by studies in the past. This meta-analysis reviewed 17 research studies based on K-12 students and revealed that CAI does have a positive effect on reading achievement. Although the effects of CAI in the 17 studies were not homogeneous, there seems to be no particular study characteristic that might have caused the heterogeneity. Findings suggest computer applications to teach reading hold great promise as instructional tools. (Contains 8 tables of data, 4 figures, and 21 references. Attached is a list of the 17 studies reviewed.) (Author/NKA)