The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two

Schneider, Deborah; Chambers, Alexandra; Mather, Nancy; Bauschatz, Retina; Bauer, Meredyth; Doan, Lesli

doi:10.1080/02702711.2015.1111963

Cited by 17 publications

(11 citation statements)

References 30 publications

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“…They also suggested that training and support for practitioners was associated with greater effectiveness, but they were not able to identify particular methods of intervention that were more effective than others. Since the reviews were conducted, there have been a number of reports of positive effects from computer‐based interventions (e.g., Hughes, Phillips & Reed, ; Kyle, Kujala, Richardson, Lyytinen & Goswami, ; Schneider et al, ; Tyler et al, ; see also Karemaker, Pitchford & O'Malley, ), but it also should be acknowledged that other investigations that were not included in the reviews have failed to find significant positive effects (e.g., Brookes, Miles, Torgerson & Torgerson, ; Given, Wasserman, Chari, Beattie & Eden, ).…”

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confidence: 99%

An evaluation of the effectiveness of a computer‐assisted reading intervention

Messer

Nash²

2017

Journal Research in Reading

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Background A cost‐effective method to address reading delays is to use computer‐assisted learning, but these techniques are not always effective. Methods We evaluated a commercially available computer system that uses visual mnemonics, in a randomised controlled trial with 78 English‐speaking children (mean age 7 years) who their schools identified as needing reading support. School‐based individual tutorials usually took place 2–3 times/week. Only the experimental group received the intervention in the first 10 months; thereafter, both the experimental and control groups received the intervention for 6 months. Results After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short‐term memory and executive loaded working memory. Conclusions The computer‐assisted intervention was effective, and this suggests that this medium can be used for reading interventions with English‐speaking children. What is already known about this topic There are comparatively few randomised controlled trial evaluations of computer‐based reading interventions. Meta‐analyses report small positive effect sizes for such interventions with English‐speaking children. The use of visual mnemonics to improve reading has rarely been investigated. What this paper adds The findings suggest that computer‐based interventions for English‐speaking, struggling readers can be effective. The effects extended beyond the targeted abilities, and a longer intervention was more effective than a shorter one. Apart from spelling, the mean reading and reading related standardised scores for children at the end of the intervention were above or just below 100. Implications for theory, policy or practice Computer‐based interventions can be used to support English‐speaking, struggling readers, and their effects can go beyond targeted abilities. The use of visual mnemonics and the development of the intervention programme over a number of years could have contributed to this success. The role of visual mnemonics as a help for struggling readers deserves further investigation.

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confidence: 99%

An evaluation of the effectiveness of a computer‐assisted reading intervention

Messer

Nash²

2017

Journal Research in Reading

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“…Their randomised controlled trial found the CARI to be effective in these areas and children also showed improvements in spelling. Similarly, in the US, Schneider et al (2016) found their web-based intervention to be successful in supporting the reading fluency and spelling skills of the 170 Grade 2 pupils (7 year olds) in their controlled quasi-experimental study.…”

Section: Caris and Learningmentioning

confidence: 93%

“…Similarly, in the US, Schneider et al . () found their web‐based intervention to be successful in supporting the reading fluency and spelling skills of the 170 Grade 2 pupils (7 year olds) in their controlled quasi‐experimental study.…”

Section: Introductionmentioning

confidence: 99%

Closing the gap: supporting literacy through a computer‐assisted‐reading‐intervention

Vincent¹

2020

Support for Learning

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Schools in England are expected to ‘close the gap’ for a range of vulnerable pupils who are achieving below the levels seen amongst their same‐aged peers. They are also highly accountable for additional funding that is provided to support this goal. The project reported here involved collating and analysing a range of data in order to evaluate the impact of a widely used computer‐assisted‐reading‐intervention (CARI). Sixteen primary school pupils, all of whom were identified by their school as underachieving in literacy, used the CARI daily over a five‐week period. The post‐intervention data showed some clear gains in reading and spelling skills for all bar one of the children. The findings are discussed in relation to the wider literatures on CARIs. The research concludes that the CARI under investigation offers a useful and cost‐effective adjunct to whole‐class and group reading instruction and may be particularly beneficial for supporting the learning of pupils who are struggling to consolidate the knowledge and skills covered in their regular classroom reading instruction.

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“…Preliminary research with MVRC was carried out in several dissertations (Jensen, 2015;Sherrow, 2015;Kealey, 2017;Mann, 2017;Reiser, 2018). There is also published research, for example with college-students placed in a remedial reading course (Bauer- Kealey and Mather, 2018), with 2nd-graders in a diverse school district (Schneider et al, 2016), with 2nd-grade second-language learners (Vaughan et al, 2004), and with 8th-graders enrolled in a summer program (Chambers et al, 2013). Results are promising:…”

Section: Details About Mvrcmentioning

confidence: 99%

MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

et al. 2019

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Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy of an online reading program. The chosen reading program, referred to as MindPlay Virtual Reading Coach (MVRC), emphasizes the mastery of basic reading skills to support the development of reading fluency. Its focus on basic skills diverges from the goal of increasing reading motivation. And its focus on reading fluency, vs. broad literacy achievement, offers an alternative to already existing reading enrichment. In order to test the efficacy of MVRC, we recruited three school districts. One district provided data from elementary schools that used the MVRC program in Grades 2 to 6 (N = 2,531 total). The other two districts participated in a quasi-experimental design: Six 2nd-grade classrooms and nine 4th-grade classrooms were randomly assigned to one of three conditions: (1) instruction as usual, (2) instruction with an alternative online reading program, and (3) instruction with MVRC. Complete data sets were available from 142 2nd-graders and 172 4th-graders. Three assessments from the MVRC screener were used: They assessed reading fluency, phonic skills, and listening vocabulary at two time points: before and after the intervention. Results show a clear advantage of MVRC on reading fluency, more so than on phonics or listening vocabulary. At the same time, teachers reported concerns with MVRC, highlighting the challenge with reading programs that emphasize basic-skills mastery over programs that seek to encourage reading.

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The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two

Cited by 17 publications

References 30 publications

An evaluation of the effectiveness of a computer‐assisted reading intervention

An evaluation of the effectiveness of a computer‐assisted reading intervention

Closing the gap: supporting literacy through a computer‐assisted‐reading‐intervention

MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

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