Lyrics2Learn: Teaching Fluency through Music and Technology

Autor/inn/en	Germeroth, Carrie; Kelleman, Becky; Spartz, Jeremy
Titel	Lyrics2Learn: Teaching Fluency through Music and Technology
Quelle	In: Education Sciences, 8 (2018), Artikel 91 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Reading Instruction; Teaching Methods; Reading Fluency; Music Activities; Educational Technology; Technology Uses in Education; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Urban Schools; Emergent Literacy; Reading Tests; Colorado; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Musikalische Aktion; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Frühleseunterricht; Lesetest
Abstract	Since 1992, our nation's report card (NAEP) has indicated minimal improvement in reading. One of every three fourth grade students cannot read or understand text at a basic proficient level. At the same time, reading curricula publishers have approached reading improvement in similar ways. Recent advancements in technology allow educators to reconsider how to personalize learning and individualize the pace of instruction to address reading disparities. The current study examines the implementation of a new technology application for reading, Lyrics2Learn (L2L). L2L was used over one school year by 463 students, kindergarten to third grade across nine schools in a large urban school district. Achievement data was collected from L2L students and a matched sample of students not using L2L. L2L teachers also provided perception data via an online survey. L2L program analytics were collected to document usage and implementation fidelity. At the end of one year of implementation, L2L students did not significantly differ from non-L2L students on achievement measures. Very few teachers implemented L2L with fidelity, however they reported that it was easy to use and supported differentiation of instruction. The current study has implications for how technology can support individualized reading interventions and classroom innovation. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01