An Evaluation of the Merit Reading Software Program in the Calhoun County (WV) Middle/High School

Jones, Jerry; Staats, William D.; Bowling, Noel; Bickel, Robert D.; Cunningham, Michael L.; Cadle, Connie

doi:10.1080/15391523.2004.10782432

Cited by 8 publications

(4 citation statements)

References 4 publications

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“…In addition, participation in the Merit treatment group correlated with gains in mathematics (3.82), science (2.14), and social studies (8.23). These results enhance the reliability of an earlier study based on SAT‐9 scores among Calhoun County middle school students (Jones et al 2004–2005).…”

Section: Resultssupporting

confidence: 74%

“…This study is a follow‐up and extension of an earlier study conducted at Calhoun Middle School in Mount Zion, West Virginia. The first study concluded that Merit Reading software improved the achievement of students in grades six and eight on all nine of the SAT‐9 variables measured in the study (Jones et al 2004–2005). The current enquiry wanted to find out if this ILS continued to improve the achievement of students at Calhoun Middle School, and in particular, low achieving students.…”

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confidence: 99%

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Making the cut: the impact of an integrated learning system on low achieving middle school students

O'Byrne

Securro

Jones

et al. 2006

Computer Assisted Learning

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Research in integrated learning systems has demonstrated a need for rigorous studies that identify how such systems influence learning, and in particular that of low achieving students. No Child Left Behind legislation mandated evidence-based interventions as the standard for instructional approaches in American public schools. This quasi-experimental study investigated the impact of Merit literacy software on students in West Virginia. The study confirmed that the software supported the reading and language arts curriculum and significantly improved the scores of low achieving middle school students on three variables of the WESTEST, a criterion-referenced state test: reading and language arts, science, and social science. This integrated learning system was effective with rural and urban school populations.

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Section: Resultssupporting

confidence: 74%

mentioning

confidence: 99%

Making the cut: the impact of an integrated learning system on low achieving middle school students

O'Byrne

Securro

Jones

et al. 2006

Computer Assisted Learning

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“…Intelligent tutoring systems (ITS) have been increasingly used in literary education during the past two decades. Traditionally, a reading process consists of pre-reading, during reading, and post-reading activities, and intelligent reading tutoring systems built on this principle are often organized reading units that contain pre-assessment, warmup activities for comprehension guides, comprehension practice, and multiple-choice questions for post-assessment (Jones et al, 2004 ) or enhance the interactions during a reading with cooperative dialogs in natural languages (Shi et al, 2018 ; Afzal et al, 2019a , b ). However, the lessons in these reading ITS are fixed, which limits their applications in the reading comprehension courses that must meet the diverse requirements of readers at different proficiency levels.…”

Section: Literature Review: Reading Models and Computer Technology In...mentioning

confidence: 99%

Reading bots: The implication of deep learning on guided reading

Huang

Dou²,

Zhang³

2023

Front. Psychol.

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This study introduces the application of deep-learning technologies in automatically generating guidance for independent reading. The study explores and demonstrates how to incorporate the latest advances in deep-learning-based natural language processing technologies in the three reading stages, namely, the pre-reading stage, the while-reading stage, and the post-reading stage. As a result, the novel design and implementation of a prototype system based on deep learning technologies are presented. This system includes connections to prior knowledge with knowledge graphs and summary-based question generation, the breakdown of complex sentences with text simplification, and the auto-grading of readers' writing regarding their comprehension of the reading materials. Experiments on word sense disambiguation, named entity recognition and question generation with real-world materials in the prototype system show that the selected deep learning models on these tasks obtain favorable results, but there are still errors to be overcome before their direct usage in real-world applications. Based on the experiment results and the reported performance of the deep learning models on reading-related tasks, the study reveals the challenges and limitations of deep learning technologies, such as inadequate performance, domain transfer issues, and low explain ability, for future improvement.

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“…On the other hand, it is obvious that it can provide multiple and significant benefits to especially elementary and secondary school students in terms of raising and developing historical consciousness. However, taking into account the concerns of a part of the society and educators, it would not be wrong to state that it is necessary to present the novel through correct method, system and techniques to elementary school students (Alsup, 2014;Baran, 2015;Berk, 2005;Boyd & Bailey, 2009;Bucher & Manning, 2007;Burnett & Rollin, 2000;Bushman & McNerny, 2004;Davis, 2014;Enruquez, 2006;Gross, 1999;Hanson, 2009;Haviland, 2008;Hipple & Maupin, 2001;Ho, 2000;Houser, 2001;Hökkä & Eteläpelto, 2014;Hurlburt & Akhter, 2006;Jones et al, 2004;Johnson, 2007;Johnson, 2008;Kaplan, 2006;Latham, 2002;Lea, 2006;Lehman & Crook, 1998;Liang, 2002;Nikolajeva, 2009;Nikolajeva, 2014;O'sullivan, 2005;Petrone, 2013;Ryan & Hermann-Wilmarth, 2013;Schoch, 2016;Sikkink, 2006;Smagorinsky et al, 2008;Teyfur & Teyfur, 2012;Thomas & Beauchamp, 2011;Town, 2012;Town, 2014;Zeece & Hayes, 2004).…”

Section: Why a Dystopic Work And Why The Giver?mentioning

confidence: 99%

Raising Historical Consciousness in the Novel “The Giver”, a Dystopic Work According to Social Studies Teacher Candidates

Yildirim

2017

JEL

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It is known that in many of the developed countries of the world, especially the U.S.A, educators benefit from dystopic works in education and training of the topics such as historical consciousness, metaphors, numbers, color perception and development of language. From this point forth, it can be suggested that dystopic works, as long as they are presented by expert trainers through correct methods and techniques, can provide great benefits for historical consciousness, cognitive, social and cultural development, and especially democratic awareness. The main purpose of this study is to draw attention on the significant contributions that dystopic works can make on historical consciousness and education. The survey is conducted within 2014-2015 academic year in Agri Ibrahim Cecen University Faculty of Education Department of Social Sciences Teaching (4th grade) and views of these participants on acquisition of historical consciousness through the novel "The Giver" are examined through qualitative research method. During the survey, while determining the students' views, indications concerning the cover and content of the book, as well as the fiction, characterization and narration are obtained and exposed to content analysis. As a result of the survey, it is observed that dystopic works, especially "The Giver" can offer significant benefits for the acquisition of historical consciousness.

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An Evaluation of the Merit Reading Software Program in the Calhoun County (WV) Middle/High School

Cited by 8 publications

References 4 publications

Making the cut: the impact of an integrated learning system on low achieving middle school students

Making the cut: the impact of an integrated learning system on low achieving middle school students

Reading bots: The implication of deep learning on guided reading

Raising Historical Consciousness in the Novel “The Giver”, a Dystopic Work According to Social Studies Teacher Candidates

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