Using Technology to Assist Children Learning to Read and Write

Abrami, Philip C.; Savage, Robert; Wade, Carrie; Hipps, G. Melvin; Lopez, Monica

doi:10.1002/9780470696682.ch6

Cited by 20 publications

(22 citation statements)

References 53 publications

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“…Intervention effects for listening comprehension reflected one full stanine of improvement, and effects for phonological blending ability were even larger. Crucially, the effects were evident at a delayed posttest when children's reading was reassessed in grade 2, 8 months after the ABRACADABRA intervention had formally ended (Abrami et al, 2010;Abrami, Savage, Wade, Hipps, & Lopez, 2008).…”

Section: Research Base For Team Alphiementioning

confidence: 97%

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

Chambers

Slavin

Madden

et al. 2011

The Elementary School Journal

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to The Elementary School Journal. This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools.In this year-long study, struggling readers in the Team Alphie schools were tutored in groups of 6. In the control schools, students were tutored using the standard oneto-one tutoring process used in SFA. Analyses of covariance of students' standardized reading scores indicated that the first-grade treatment group significantly outperformed the control group on all 3 reading measures, with no significant differences for second graders. Schools using Team Alphie were able to tutor many more students than the control schools. This study shows that a computer-assisted, small-group tutoring program may be at least as effective as one-to-one tutoring and serve more struggling readers. It may serve as a good example of Tier II instruction in a response to intervention (RTI) model.

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Section: Research Base For Team Alphiementioning

confidence: 97%

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

Chambers

Slavin

Madden

et al. 2011

The Elementary School Journal

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show abstract

“…As a result, the teacher's role as purveyor of information remains indispensable, which promotes dependency upon authority. In this context, selfassessment is seldom encouraged, and evaluation does not promote students' success; rather, these measures become detached and punitive symbols of scholastic failure (Abrami, Savage, Wade, Hipps, & Lopez, 2008).…”

Section: Introductionmentioning

confidence: 99%

E‐portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy

Sharifi¹,

Soleimani²,

Jafarigohar³

2016

Brit J Educational Tech

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Current trends in the field of educational technology indicate a shift in pedagogical assumptions and theoretical frameworks that favor active involvement of self‐directed learners in a constructivist environment. This study probes the influence of electronic portfolio evaluation on vocabulary learning of Iranian university students and the possible implications this influence affords. For this aim, the study recruited 66 students who were randomly assigned to the e‐portfolio group and the traditional assessment group. The experimental group kept an e‐portfolio in the intermediate level English language course while the traditional assessment group did not. The results revealed that the e‐portfolio group outperformed the traditional assessment group in terms of vocabulary learning on the posttest. The results also showed that e‐portfolio boosted students' motivation for learning new items. The perceptions of the participants in the e‐portfolio group reflected that they benefited from the integration of technology and various educational activities and enjoyed keeping an e‐portfolio. Finally, initial guidelines about how to use the instrument as part of the curriculum are discussed.

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“…The potential for technology to radically transform and improve education is widely recognized by policy makers, scholars and practitioners (Campuzano, Dynarski, Agodini, Rall, & Pendleton, 2009;Canadian Council on Learning, 2008; CEO Forum on CEO Forum on Education, 2001; Dynarski et al, 2007;Ungerleider & Burns, 2003;Zimmerman & Tsikalas, 2005), however there have been mixed results when new technologies meet the realities of the diverse and changing classroom contexts of North American public schools (Abrami, Savage, Wade, Hipps, & Lopez, 2007;Abrami et al, 2006;Avramidou & Zembal-Saul, 2003;Azevedo, 2005;Barrett, 2007;Bernard, Bethel, Abrami, & Wade, 2007;Cuban, 1993;Cuban, Kirkpatrick, & Peck, 2001). Electronic portfolios (EPs) are one such innovation that has slowly been introduced in post-secondary environments, and more recently in K-12 classroom settings.…”

Section: Introductionmentioning

confidence: 99%

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Meyer

Abrami

Wade

et al. 2010

Computers & Education

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132

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Using Technology to Assist Children Learning to Read and Write

Cited by 20 publications

References 53 publications

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

E‐portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

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