Examining the Impact of QuickReads' Technology and Print Formats on Fluency, Comprehension, and Vocabulary Development for Elementary Students

Trainin, Guy; Hayden, H. Emily; Wilson, Kathleen; Erickson, Joan Good

doi:10.1080/19345747.2016.1164778

Cited by 13 publications

(11 citation statements)

References 35 publications

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“…Although the improvement was minimal, it showed the effectiveness of the use of the audio pen. As the majority of the participants showed improvements, the findings are consistent with the previous study by [18] on the effectiveness of the audio pen in developing reading fluency skill and the use of technology in developing reading fluency [32]. Table II shows the comprehension scores of the participants before and after the intervention.…”

Section: Resultssupporting

confidence: 87%

The Use of the Audio Pen in Enhancing Reading Skills among Preschool Children

Krish¹

2020

IJIET

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Having good reading skills has many advantages to the individual in both educational and wider social contexts throughout life. To be a proficient reader, one needs to master phonemic awareness, phonics, fluency, vocabulary and comprehension skills. The study aims to investigate the effectiveness of the use of the audio pen as an assistive technology in reading to develop reading fluency, comprehension and vocabulary skills among preschool children in a selected semi-urban preschool. Data was collected from the reading skills tests, and interviews. A total of 10 preschool children between five to six years of age were selected to use the audio pen as an intervention for a duration of eight weeks. The results from the tests showed that the majority of the children improved their reading fluency, comprehension and vocabulary skills. The results of the interviews showed that most of the participants had a positive perception and positive engagement in the use of the audio pen. These positive results suggest that an audio pen is a feasible and good intervention to be used along with traditional texts to enhance reading skills among preschool children.

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Section: Resultssupporting

confidence: 87%

The Use of the Audio Pen in Enhancing Reading Skills among Preschool Children

Krish¹

2020

IJIET

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“…CCTs play a critical role in content area literacy instruction in which teachers integrate informational texts into science and social studies lessons. In this study, the CCT approach to context personalization included pretraining in-school lessons in which teachers supported the development of children’s domain knowledge (Solis, Miciak, Vaughn, & Fletcher, 2014; Trainin, Hayden, Wilson, & Erickson, 2016) and children and parents were given print texts and an app to promote at-home summer reading activities.…”

Section: Using a Smart Design To Develop Two Approaches To Context Personalizationmentioning

confidence: 99%

Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities

Kim¹,

Asher²,

Burkhauser³

et al. 2019

AERA Open

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This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.

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“…Interventions were classed as having a high (Reeder et al, 2015) or medium risk of bias (Schechter et al, 2015;Trainin et al, 2016).…”

Section: Technology-enhanced Literacymentioning

confidence: 99%

“…Four interventions used software to improve reading fluency and vocabulary (Schechter et al, 2015;Trainin et al, 2016;Reeder et al, 2015;Leacox & Jackson, 2014). In spite of the lack of information about cost and a possible bias issue (for example one intervention was funded by Pearson Education), these interventions did show gains with effect sizes ranging from small to large (see Table 11).…”

Section: Summary Of Evidencementioning

confidence: 99%

A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL)

Oxley

Cat

2019

The Language Learning Journal

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Objective: A synthesis of evidence discussing the effectiveness of language and literacy interventions in children with English as an additional language. Our key research questions were: 1) What intervention studies have been published since 2014 addressing the language and literacy development of children with English as an additional language? 2) What is the impact of those interventions? We sought to update a 2015 systematic review evaluating language and literacy outcomes for EAL children (Murphy & Unthiah, 2015) with current intervention studies and to see which of those interventions could be adapted for classrooms in the UK. Methods: Four databases were searched; PsychInfo, British Education Index, Education Resources Information Center and Web of Science. Only peer reviewed journal articles published between 2014 and 2017 and written in English were included. The population tested were children of school age with English as an Additional Language who were classed as typically developing. All interventions had language or literacy as an outcome. Data was extracted using a standardised form and quality was assessed through a risk of bias analysis. From this screening process, 26 studies were eligible for inclusion in the current review. Key Findings:  Explicit vocabulary instruction and targeted oral language practise yield language gains for EAL learners, with a tendency for larger intervention gains in learners with the lowest initial pre-test scores.  Shared reading interventions show positive effects when combined with the preteaching of vocabulary, embedded definitions into the text, or post-reading reinforcement activities.  Voice recognition software appears promising, as demonstrated in three interventions with small to medium effects on reading fluency and comprehension.  There is a lack of interventions taking place in the UK.  There is a lack of interventions for adolescents, especially those in upper secondary school (ages 14-18).  More interventions targeting continued professional development for teachers are recommended. Conclusions: Children with English as an additional language can benefit from targeted interventions. Suggestions are made as to how the most beneficial interventions could be replicated in the UK. Limitations: Limitations include a variability in terms of the rigour of intervention methodologies, leading to a high risk of bias and inconsistent effect sizes for several studies in this report. A proportion of successful interventions used the child's first language to aid learning. Such interventions might not be replicable in the UK, where classrooms typically feature children from a very large number of different home languages.

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Examining the Impact of QuickReads' Technology and Print Formats on Fluency, Comprehension, and Vocabulary Development for Elementary Students

Cited by 13 publications

References 35 publications

The Use of the Audio Pen in Enhancing Reading Skills among Preschool Children

The Use of the Audio Pen in Enhancing Reading Skills among Preschool Children

Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities

A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL)

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