The efficacy of a computer-adaptive reading program on grade 5 students’ reading achievement scores

Abstract

Reading in upper-elementary grades includes comprehending complex texts and learning disciplinary-specific vocabulary. This study aims to determine the effects of a computer-adaptive supplementary reading program on fifth-grade students’ reading achievement. Using propensity score matching to create equivalent groups of 450 students for both control and intervention groups (N = 900), a quasi-experimental design was employed to examine changes in fifth-grade students’ overall, comprehension, vocabulary, reading achievement scores who used this program as compared to those who did not. Students from eight school districts and 108 schools in a Southeastern state were matched based on demographics and initial reading ability, and the Title I status of their schools. Students in the intervention group received at least 30 min per week of supplemental computer-adaptive reading instruction between the months of September and May. Mean differences between pre- and post-test scores identified that students in the intervention group utilizing a computer adaptive reading curriculum had statistically significant higher gains than students in the control group on their overall reading, vocabulary, and reading comprehension scores with small effect sizes. The findings support the use of a supplemental computer adaptive reading program for improving overall reading and reading comprehension outcomes among these fifth-grade students.

Computer-Based Development of Reading Skills to Reduce Dropout in Uncertain Times

“…Those with good skills were able to maintain their marked advantage, with their comprehension improving by more than two-tenths of a standard deviation (d = .24), and the students in the first skill group improved by an additional one-tenth of a standard deviation (d = .12). Our results are partially consistent with Campbell et al ( 2022 ), who also found that their development was effective for students at the highest and lowest levels of the study. We consider these results to be particularly important, as students were lacking in-person schooling for two school years, resulting in a significant learning gap ( Engzell et al 2021 ; Tomasik et al 2021 ; Molnár and Hermann 2022 ).…”

“…In our first question, we examined changes in performance relative to students’ original reading skill levels. Previous research has already examined the usability and effectiveness of technology-based education at the school level (including Sivin-Kachala and Bialo 2000 ; Barley et al 2002 ; van Scoter and Boss 2004 ; James 2014 ) and the potential for developing technology-based comprehension in addition to normal school teaching (e.g., Jenkins et al 2017 ; Kloos et al 2019 ; Campbell et al 2022 ). Their results bore out the success of technology-based reading development.…”

“…Furthermore, technology-based instruction can reduce cognitive load and contribute to greater retention of course material ( Williams and Zahed 1996 ; Mayer and Moreno 2003 ; Ricci et al 2009 ). Computer-based programs provide opportunities for differentiated instruction of students by enabling real-time data generation and immediate visualization of a student’s performance, which plays a key role in differentiation when a student is deficient, underdeveloped, and in need of additional support ( Jenkins et al 2017 ; Campbell et al 2022 ). With no time limit, all students can progress at their own pace, which can promote their individual development ( Corbett 2001 ).…”

Studi Literatur : Penerapan Pendekatan Whole Language Untuk Meningkatkan Keterampilan Membaca Pemahaman Pada Siswa Sekolah Dasar

“…Tahap membaca pemahaman adalah tahap pembelajaran yang ditujukan untuk memahami informasi dan mencari informasi dari beragam teks yang semakin kompleks. Pada tahap membaca pemahaman, siswa dilatih hingga mereka mampu menginferensikan informasi dari teks bacaan menjadi sebuah pemahaman yang bermakna dari apa yang sudah mereka baca (Campbell et al, 2022). Kedua tahapan dalam keterampilan membaca di sekolah dasar, perlu dikuasai sebelum siswa memasuki tingkat Pendidikan selanjutnya.…”

“…Suatu pendekatan yang dipilih dengan tepat akan mampu memberikan aktivitas yang dapat membawa siswa terus termotivasi mengikuti rangkaian proses pembelajaran di dalam kelas dan mudah memahami setiap materi yang diterimanya. pendekatan yang tepat dalam pembelajaran berhubungan positif dengan tingkat membaca pemahaman siswa (Campbell et al, 2022). Pada dasarnya, pendekatan pembelajaran fokus untuk meningkatkan keterampilan, perilaku, dan kebutuhan yang digunakan siswa saat proses belajar berlangsung (Nurul Hidayati & Sofyan, 2018).…”