Measuring the impact of a blended learning model on early literacy growth.
In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. A quasi‐experimental design compared 283 treatment students instructed i...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 5; pp. 595 - 610 |
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| Autores principales: | , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145753809&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145753809 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2020 vid: 36 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 145753809 145753809 145753809 10.1111/jcal.12429 145753809 ppf: 595 ppct: 15 formats: tig: atl: Measuring the impact of a blended learning model on early literacy growth. aug: au: Wilkes, Shani Kazakoff, Elizabeth R. Prescott, Jen Elise Bundschuh, Kristine Hook, Pamela E. Wolf, Raffaela Hurwitz, Lisa B. Macaruso, Paul affil: Research and Analytics, Lexia Learning, A Rosetta Stone Company, Boston Massachusetts sug: subj: Learning Methods Literacy Educational Technology Students, Elementary Reading Human Urban Areas Schools, Elementary Quasi-Experimental Studies Curriculum Teachers Interviews Multimethod Studies Logistic Regression ab: In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. A quasi‐experimental design compared 283 treatment students instructed in schools using Core5 with 237 control students in schools using traditional instruction in an urban school district. At the beginning of the school year, all students were pretested with Dynamic Indicators of Basic Early Literacy Skills (DIBELS), a commonly used reading assessment. During the school year, the treatment schools implemented Core5, which includes the online component and offline teacher‐led lessons. The English Language Arts curriculum was evaluated and found to be similar across treatment and control schools. At the end of the school year, all students were post‐tested with DIBELS. Results from propensity score analyses showed that treatment students outperformed control students and that the discrepancy between treatment and control groups on post‐test scores was more pronounced when students had lower pretest scores. These outcomes point to the value of using Core5 for reading instruction in early elementary grades. Lay Description: Only one‐third of US elementary school students are proficient readers, and to address this problem, a growing number of schools are adopting blended learning programs designed to support for literacy skill growth through scaffolded online and teacher‐led offline activities.This study evaluated the effectiveness of this approach in a real‐world school setting using a quasi‐experimental design that compared students in schools using a blended learning program to students in schools using traditional English Language Arts curricula.Students in schools using blended learning outperformed students in schools using traditional curricula.These findings point to the value of blended learning in school settings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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