This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers’ lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All schools compared 159 first-grade students randomly assigned to technology or nontechnology conditions in a year-long study. Across all students, significant differences favored the technology condition on Woodcock Letter-Word Identification and Word Attack and GORT Fluency and Total scales (median ES 0.28). Tutored first graders who received both technology enhancements scored significantly higher on the GORT, Woodcock Letter- Word and Word Attack, Fluency, Comprehension, and Total scales (median ES 0.53). Nontutored students who experienced just the embedded multimedia scored significantly higher than nontutored control students on Woodcock Letter-Word Identification and GORT Total scores, and marginally higher on GORT Fluency (median ES 0.27). Results suggested that video and computer technology embedded in instruction may accelerate children’s learning. Copyright © 2008 The University of Chicago.
CitationChambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Tucker, B. J. Cheung, A., et al. (2008). Technology infusion in success for all: Reading outcomes for first graders. The Elementary School Journal, 109(1), 1-15. doi: 10.1086/592364
- Cognitive load
- Randomized field trial
- Tutoring systems