Peer reviewed
Direct linkERIC Number: EJ1098066
Record Type: Journal
Publication Date: 2016
Pages: 39
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
The Effects of an ICT-Based Reading Intervention on Students' Achievement in Grade Two
Schneider, Deborah; Chambers, Alex; Mather, Nancy; Bauschatz, Retina; Bauer, Meredyth; Doan, Lesli
Reading Psychology, v37 n5 p793-831 2016
A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants' reading and spelling achievement. After attrition, participants included 170 students enrolled in eight second-grade classrooms (four classrooms in each school) in two public elementary schools in the southwestern United States. MANCOVA analyses revealed a significant main effect (? =0.668, F [5, 161] = 16.014, p < 0.001, multivariate ?[superscript 2] = 0.332) of the intervention favoring treatment group participants, a result that was confirmed across three of the study's five dependent variables.
Descriptors: Reading Programs, Intervention, Reading Achievement, Grade 2, Quasiexperimental Design, Spelling, Control Groups, Experimental Groups, Reading Fluency, Pretests Posttests, Web Based Instruction, Predictor Variables, Fidelity, Teaching Methods, Multivariate Analysis, Achievement Tests
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A
