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

Abstract

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.

Feasibility of Behavior Change Techniques to Increase Parent Involvement in STEM ?with Young Children Experiencing Poverty

“…Our family event participation rates are similar to or better than other family engagement studies where families complete 35% to 75% of offered events/activities (e.g., Bierman et al, 2015;Justice et al, 2018;Kim et al, 2019). For example, a recent family program held a kickoff event to provide informational science texts and other books with a summer reading app for kindergarten through Grade 2 (Kim et al, 2019). About 35% to 40% of parents attended this event, compared to 56% of parents who attended the first TT STEM event.…”

“…We found that across treatments, 50% to 71% of parents attended at least one of the six workshops. Our family event participation rates are similar to or better than other family engagement studies where families complete 35% to 75% of offered events/activities (e.g., Bierman et al, 2015;Justice et al, 2018;Kim et al, 2019). For example, a recent family program held a kickoff event to provide informational science texts and other books with a summer reading app for kindergarten through Grade 2 (Kim et al, 2019).…”

“…Several effective pre-k classroom mathematics programs include aligned family materials (e.g., Clements & Sarama, 2008;Starkey EARLY PARENT INVOLVEMENT IN STEM 5 & Klein, 2000). Other approaches include informational texts because these materials build knowledge and create interactive discourse around STEM (e.g., Romance & Vitale, 2012;Kim et al, 2019).…”

Informal science, technology, engineering and math learning conditions to increase parent involvement with young children experiencing poverty

“…It is possible that these satisfaction data are overestimated because, out of respect for perceived museum experts, parents reported that the events were engaging and useful; this is common when families perceive a hierarchical relationship ( McWayne et al, 2022 ). Other family engagement studies show families complete 35–75% of offered activities ( Justice et al, 2018 ; Kim et al, 2019 ; Welsh et al, 2020 ). We found significantly higher workshop attendance for families with higher paternal education levels and trends for higher income and White families attending more events.…”

The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation ofMolly of DenaliFrom PBS KIDS

“… 2 Kim et al (2019) investigated an app using informational text, but the focus was on developing an adaptive intervention and increasing the response rate rather than learning. Some studies have included digital media, but only to support the primary intervention (e.g., Neuman et al, 2021, and Silverman & Hines, 2009, both targeting vocabulary). …”