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

Bette Chambers; Robert E. Slavin; Nancy A. Madden; Philip C. Abrami; Bradley J. Tucker; Alan Cheung; Richard Gifford

doi:10.1086/592364

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

Bette Chambers, Robert E. Slavin, Nancy A. Madden, Philip C. Abrami, Bradley J. Tucker, Alan Cheung, Richard Gifford

Institute for Effective Education

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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.)

Original language	English
Pages (from-to)	1-15
Number of pages	15
Journal	The Elementary School Journal
Volume	109
Issue number	1
DOIs	https://doi.org/10.1086/592364
Publication status	Published - 1 Sept 2008

Keywords

California
Woodcock Johnson Tests of Achievement
Gray Oral Reading Test

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10.1086/592364

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title = "Technology Infusion in Success for All: Reading Outcomes for First Graders",

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.)",

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

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Keywords

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