Literaturnachweis - Detailanzeige
Autor/inn/en | Stein, Brit'ny; Solomon, Benjamin G.; Kitterman, Chase; Enos, Debbie; Banks, Elizabeth; Villanueva, Sierra |
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Titel | Comparing Technology-Based Reading Intervention Programs in Rural Settings |
Quelle | In: Journal of Special Education, 56 (2022) 1, S.14-24 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Solomon, Benjamin G.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
DOI | 10.1177/00224669211014168 |
Schlagwörter | Rural Schools; Reading Programs; Reading Instruction; Educational Technology; Technology Uses in Education; Integrated Learning Systems; Elementary Schools; Achievement Tests; Teaching Methods; Remedial Reading; Program Effectiveness; Elementary School Students; Woodcock Johnson Tests of Achievement Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Leseunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementary school; Grundschule; Volksschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseförderung |
Abstract | An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning systems (ILSs)--stable and likely requiring fewer resources than personnel--do not offer a complete solution to this problem, they may serve as a useful resource, particularly for milder literacy deficits. And yet, there is a surprising lack of empirical research on their effectiveness, particularly for contemporary programs. This study examines the effectiveness and efficiency of two popular ILSs, "Lexia" and "iStation," both of which use a blended model of computer and traditionally delivered instruction, and compares them against business-as-usual (BAU) conditions across a variety of outcomes. Results suggest both programs resulted in meaningful growth across an academic year of implementation, although generally no more so than that observed in the BAU condition. However, "Lexia" yielded the highest level of instructional efficiency. That is, despite comparable growth across conditions, "Lexia" required less staff time to implement per student participant. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |