ERIC Number: ED604141
Record Type: Non-Journal
Publication Date: 2020-Mar-25
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Implementation and Efficacy Study of Raz-Plus for Students from Kindergarten to Fifth Grade
Ho, Hsiang-Yeh; Smrekar, Mathias
McREL International
The current study examined the effect of a web-based literacy program, Raz-Plus, that serves as a resource for blended learning instruction in K-5 classrooms. Following a 13-week implementation period at three rural elementary schools, comparisons of the treatment (21 teachers and 249 students) and control (18 teachers and 198 students) groups revealed greater outcomes in the treatment group for overall literacy achievement, student interest in academic reading, and student interest in recreational reading, as compared to the control group. Core dimensions of implementation fidelity were measured through classroom observations and surveys with participating teachers; analyses revealed no significant associations between fidelity measures and student outcomes. This study provides evidence of the efficacy of Raz-Plus as a tool for supporting literacy development of elementary students. Additional research is warranted to determine the elements of implementation that support optimal student outcomes.
Descriptors: Literacy Education, Web Based Instruction, Blended Learning, Educational Technology, Rural Schools, Elementary School Teachers, Elementary School Students, Student Interests, Reading Interests, Recreational Reading, Program Effectiveness, Reading Programs, Attitude Measures, Student Attitudes, Surveys, Reading Attitudes, Reading Achievement
McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: McREL International
Identifiers - Assessments and Surveys: Elementary Reading Attitude Survey
Grant or Contract Numbers: N/A