The Impact of Adaptive, Web-Based, Scaffolded Silent Reading Instruction on the Reading Achievement of Students in Grades 4 and 5

Spichtig, Alexandra; Gehsmann, Kristin M.; Pascoe, Jeffrey P.; Ferrara, John D.

doi:10.1086/701705

Cited by 11 publications

(7 citation statements)

References 45 publications

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“…The difficulty of vocabulary items presented was initially below a student’s actual grade level and was then adjusted based on ongoing performance using adaptive logic and item data based on IRT methodology. Vocabulary scores from this assessment are highly correlated with results of nationally normed reading assessments (e.g., Smarter Balanced ELA, r = .80; GRADE, r = .82 ‐ .95; Gehsmann et al, 2017; Spichtig et al, 2019). The vocabulary component of InSight yielded an estimated vocabulary grade level (EVGL) for each student.…”

Section: Methodsmentioning

confidence: 88%

“…Consistent with this view were the results of a study that evaluated students’ reading rates in relation to their academic achievement. The study showed that more than 40% of the slower readers scored below grade level on the Group Reading Assessment Diagnostic Evaluation (GRADE; Williams, 2001) and 70% did not meet state standards on the Smarter Balanced Assessment Consortium (SBAC), whereas more than 90% of the faster readers scored at or above grade level on the GRADE and met or exceeded state standards on the SBAC (Spichtig et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12

Spichtig

Pascoe

Gehsmann

et al. 2022

Reading Research Quarterly

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This study examined silent reading rates (SRRs) in relation to students' estimated academic vocabulary grade levels (EVGLs) and comprehension accuracy (Comprehension Items Correct; compIC). Analyses were based on data from 288,934 students in grades 2-12 who completed an adaptive silent reading assessment that yielded measures of the three variables of interest. Silent reading rate was measured while students read five 150-to 300word passages. Each student's initial passage difficulty was aligned with their EVGL. Each passage was followed by five comprehension questions, such that in total, students could answer up to 25 comprehension items correctly. Twolevel Multilevel Models (MLMs) were fitted to evaluate SRR in relation to EVGL, compIC, and their interactions. The final MLM included the random intercept and three random slopes for the two level-1 predictors (schoolmean-centered EVGL as the focal predictor and school-mean-centered com-pIC as the moderator) and their interactions. Results indicated that: (a) the fixed effect of higher EVGL on SRR was positive and significant, (b) the fixed effect of higher compIC on SRR was negative and significant, and (c) there was a significant interaction indicating that the relationship between schoolmean-centered EVGL and SRR grew stronger as school-mean-centered compIC increased. These results suggest that vocabulary knowledge and SRR increase in concert among students with good comprehension, whereas SRRs measured in the absence of good comprehension are less meaningful and may indicate inadequate skills or insufficient motivation to fully comprehend what is being read.

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Section: Methodsmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12

Spichtig

Pascoe

Gehsmann

et al. 2022

Reading Research Quarterly

Self Cite

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show abstract

“…ELAN An adaptive learning game that supports literacy acquisition through teaching and training phonics Watkins et al ( 2020 ) 13. Reading Plus A web-based learning program with adaptive assessment, which can scaffold silent reading-related learning Spichtig et al ( 2019 ) 14. Other ITSs without a name Adaptive e-learning system based on situational awareness and remodeled teaching; It can provide adaptive feedback to students Capone et al ( 2022 ) Exercise and Assessment 15.…”

Section: Resultsmentioning

confidence: 99%

“…In addition, natural experiment (5%), longitudinal study (10%), and Randomized Alternative-Treatment Design (2.5%) were rarely used. Finally, only 13.5% of the studies (n = 6) used the matching technique to formulate comparable control groups (Cung et al, 2019 ; Hickey et al, 2020 ; Mousavi et al, 2021 ; Pane et al ( 2014 ); Spichtig et al, 2019 ; Troussas et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective

et al. 2023

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Intelligent Tutoring Systems (ITSs) have a great potential to effectively transform teaching and learning. As more efforts have been put on designing and developing ITSs and integrating them within learning and instruction, mixed types of results about the effectiveness of ITS have been reported. Therefore, it is necessary to investigate how ITSs work in real and natural educational contexts and the associated challenges of ITS application and evaluation. Through a systematic literature review method, this study analyzed 40 qualified studies that applied social experiment methods to examine the effectiveness of ITS during 2011–2022. The obtained results highlighted a complicated landscape regarding the effectiveness of ITS in real educational contexts. Specifically, there was an “intelligent” regional gap regarding the distribution of countries where ITS studies using social experiment methods were conducted. Compared to learning performance, relatively less attention was paid to investigating the impact of ITS on non-cognitive factors, process-oriented factors, and social outcomes, calling for more research in this regard. Considering the complexities and challenges existing in real educational fields, there was a lack of scientific rigor in terms of experimental design and data analysis in some of the studies. Based on these findings, suggestions for future study and implications were proposed.

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“…Educators might explore the role of digital intervention programs that are designed to increase the amount of reading that students who perform below basic are doing. Although interventions that aim to increase volume of reading through digital devices are few, participation in digital programs has been shown to increase how much students read and to result in significant gains in standardized reading comprehension (e.g., Spichtig et al, 2019).…”

Section: Mode Of Readingmentioning

confidence: 99%

When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?

Hiebert¹

2022

The Reading Teacher

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According to interpretations of results from the latest oral reading fluency (ORF) study conducted by the National Assessment of Educational Progress (White et al., 2020), fourth‐grade students who score below the basic standard require interventions that focus on word recognition, phonological decoding, and fluency. Before such mandates for students at the middle grades and beyond are enacted, the available information from ORF assessments should be examined from the view of what students know and what they do not know. In this paper, I examine the performances of students who score below the basic level on oral reading assessments such as those used in the NAEP/ORF study to identify students’ strengths and challenges. Results of analyses of students’ performances are used to address how instruction and interventions can best support students in developing the proficiencies required to perform successfully on silent reading comprehension tasks. Issues that particularly require attention in the design of instruction and interventions for readers in the middle grades who score below the basic level are the mode of reading (silent or oral), text, and reading volume.

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The Impact of Adaptive, Web-Based, Scaffolded Silent Reading Instruction on the Reading Achievement of Students in Grades 4 and 5

Cited by 11 publications

References 45 publications

The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12

The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12

Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective

When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?

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