The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two

Deborah Schneider · Nancy Mather · Retina Bauschatz · Meredyth Bauer · Lesli A. Doan

21 citations0/0 files storedReading Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Literacy and Educational Practices Education and Technology Integration

Abstract

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 (λ =.668, F [5, 161] = 16.014, p < 0.001, multivariate η2 = 0.332) of the intervention favoring treatment group participants, a result that was confirmed across three of the study's five dependent variables.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 21 citations exist upstream.

References

2007Interactive Multimodal Learning Environments 2005Learning to Read Words: Theory, Findings, and Issues 2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis 2005Fluency: Bridge Between Decoding and Reading Comprehension 2003The Nation's Report Card: Reading, 2002.19761: Mastery Learning 2013Grapheme–Phoneme Knowledge Is Essential for Learning to Read Words in English 2006Knowledge to support the teaching of reading: preparing teachers for a changing world

Imported from OpenAlex (CC0) — nothing here is generated.