Technology Infusion in Success for All: Reading Outcomes for First Graders

This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experime...

Full description

Saved in:
Bibliographic Details
Published in:The Elementary school journal 2008-09, Vol.109 (1), p.1-15
Main Authors: Chambers, Bette, Slavin, Robert E., Madden, Nancy A., Abrami, Philip C., Tucker, Bradley J., Cheung, Alan, Gifford, Richard
Format: Article
Language:English
Subjects:
Alleys
Beginning Reading
California
Children
Computer Assisted Instruction
Computers
Computers in education
Elementary education
Elementary School Students
Grade 1
Gray Oral Reading Test
Instructional Effectiveness
Learning
Minority Group Children
Multimedia computer applications
Multimedia Instruction
Multimedia materials
Phonics
Planning
Posttests
Poverty
Pretests
Puppets
Reading Comprehension
Reading Instruction
Reading Skills
Skits
Teaching Methods
Technology Integration
Tutoring
Vocabulary Development
Woodcock Johnson Tests of Achievement
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All schools compared 159 first-grade students randomly assigned to technology or nontechnology conditions in a year-long study. Across all students, significant differences favored the technology condition on Woodcock Letter-Word Identification and Word Attack and GORT Fluency and Total scales (median ES = +0.28). Tutored first graders who received both technology enhancements scored significantly higher on the GORT, Woodcock Letter-Word and Word Attack, Fluency, Comprehension, and Total scales (median ES = +0.53). Nontutored students who experienced just the embedded multimedia scored significantly higher than nontutored control students on Woodcock Letter-Word Identification and GORT Total scores, and marginally higher on GORT Fluency (median ES = +0.27). Results suggested that video and computer technology embedded in instruction may accelerate children's learning.
ISSN:0013-5984
1554-8279
DOI:10.1086/592364