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

Autor/inn/en	Chambers, Bette; Slavin, Robert E.; Madden, Nancy A.; Abrami, Philip C.; Tucker, Bradley J.; Cheung, Alan; Gifford, Richard
Titel	Technology Infusion in Success for All: Reading Outcomes for First Graders
Quelle	In: Elementary School Journal, 109 (2008) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/592364
Schlagwörter	Beginning Reading; Grade 1; Reading Instruction; Technology Integration; Poverty; Minority Group Children; Multimedia Instruction; Teaching Methods; Phonics; Vocabulary Development; Computer Assisted Instruction; Planning; Elementary School Students; Reading Comprehension; Reading Skills; Instructional Effectiveness; California; Gray Oral Reading Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Erstleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Armut; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Computer based training; Computerunterstützter Unterricht; Ablaufplanung; Planungsprozess; Leseverstehen; Reading skill; Lesefertigkeit; Unterrichtserfolg; Kalifornien
Abstract	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. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10