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

Autor/inn/en	Kim, James S.; Asher, Catherine A.; Burkhauser, Mary; Mesite, Laura; Leyva, Diana
Titel	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
Quelle	In: AERA Open, 5 (2019) 3, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kim, James S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Computer Oriented Programs; Educational Technology; Technology Uses in Education; Randomized Controlled Trials; Intervention; Achievement Tests; Kindergarten; Grade 1; Grade 2; Preschool Teachers; Elementary School Teachers; Emergent Literacy; Printed Materials; Reading Comprehension; Program Implementation; Summer Programs; Outcomes of Education; Parents; Educational Games; Individualized Instruction; Reading Instruction; Parent Child Relationship; Reading Programs; Learning Activities; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Computerprogramm; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Frühleseunterricht; Leseverstehen; Sommerkurs; Lernleistung; Schulerfolg; Eltern; Educational game; Lernspiel; Individualisierender Unterricht; Leseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lernaktivität
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01