Comparing Technology-Based Reading Intervention Programs in Rural Settings

Autor/inn/en	Stein, Brit'ny; Solomon, Benjamin G.; Kitterman, Chase; Enos, Debbie; Banks, Elizabeth; Villanueva, Sierra
Titel	Comparing Technology-Based Reading Intervention Programs in Rural Settings
Quelle	In: Journal of Special Education, 56 (2022) 1, S.14-24 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Solomon, Benjamin G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669211014168
Schlagwörter	Rural Schools; Reading Programs; Reading Instruction; Educational Technology; Technology Uses in Education; Integrated Learning Systems; Elementary Schools; Achievement Tests; Teaching Methods; Remedial Reading; Program Effectiveness; Elementary School Students; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Leseunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementary school; Grundschule; Volksschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseförderung
Abstract	An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning systems (ILSs)--stable and likely requiring fewer resources than personnel--do not offer a complete solution to this problem, they may serve as a useful resource, particularly for milder literacy deficits. And yet, there is a surprising lack of empirical research on their effectiveness, particularly for contemporary programs. This study examines the effectiveness and efficiency of two popular ILSs, "Lexia" and "iStation," both of which use a blended model of computer and traditionally delivered instruction, and compares them against business-as-usual (BAU) conditions across a variety of outcomes. Results suggest both programs resulted in meaningful growth across an academic year of implementation, although generally no more so than that observed in the BAU condition. However, "Lexia" yielded the highest level of instructional efficiency. That is, despite comparable growth across conditions, "Lexia" required less staff time to implement per student participant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01