The Effects of the Use of an ICT-Based Reading Intervention on Students' Achievement in Grade Two

Persistent Link:
http://hdl.handle.net/10150/581128
Title:
The Effects of the Use of an ICT-Based Reading Intervention on Students' Achievement in Grade Two
Author:
Schneider-Richardson, Deborah Anne
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
A quasi-experimental research design was used to evaluate the efficacy of MindPlay Virtual Reading Coach (MVRC), an ICT-based reading intervention, in addition to regular daily language instruction provided by a classroom teacher. 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. Examiners obtained reading achievement data for each participating student. Pre- and post-test measures included tests of the Woodcock-Johnson Tests of Achievement (WJ IV ACH), as well as the Test of Silent Word Reading Fluency (TOSWRF-2). A multivariate analysis of covariance (MANCOVA) was used to determine whether there were significant mean differences in (a) non-word reading, (b) real word reading, (c) non-word spelling, (d) real word spelling, and/or (e) reading fluency post-test achievement scores favoring students assigned to use the MVRC online reading intervention, once the effects of differences in pre-test achievement scores and relevant demographic variables had been accounted for. Analyses revealed a significant main effect (λ= .668, F [5, 161] = 16.014, p < .001, multivariate η² = .332) of the intervention on achievement scores of participants assigned to the treatment condition, a result which was confirmed across three of the study's dependent variables: real word spelling (F[1, 165] = 16.341, p < .001, multivariate η² = .090), non-word spelling (F[1, 165] = 29.212, p < .001, multivariate η² = .150), and reading fluency (F[1, 165] = 58.348, p < .001, multivariate η² = .261).
Type:
text; Electronic Dissertation
Keywords:
Internet; intervention; language arts; reading; software; Special Education; computer
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Mather, Nancy

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Effects of the Use of an ICT-Based Reading Intervention on Students' Achievement in Grade Twoen_US
dc.creatorSchneider-Richardson, Deborah Anneen
dc.contributor.authorSchneider-Richardson, Deborah Anneen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractA quasi-experimental research design was used to evaluate the efficacy of MindPlay Virtual Reading Coach (MVRC), an ICT-based reading intervention, in addition to regular daily language instruction provided by a classroom teacher. 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. Examiners obtained reading achievement data for each participating student. Pre- and post-test measures included tests of the Woodcock-Johnson Tests of Achievement (WJ IV ACH), as well as the Test of Silent Word Reading Fluency (TOSWRF-2). A multivariate analysis of covariance (MANCOVA) was used to determine whether there were significant mean differences in (a) non-word reading, (b) real word reading, (c) non-word spelling, (d) real word spelling, and/or (e) reading fluency post-test achievement scores favoring students assigned to use the MVRC online reading intervention, once the effects of differences in pre-test achievement scores and relevant demographic variables had been accounted for. Analyses revealed a significant main effect (λ= .668, F [5, 161] = 16.014, p < .001, multivariate η² = .332) of the intervention on achievement scores of participants assigned to the treatment condition, a result which was confirmed across three of the study's dependent variables: real word spelling (F[1, 165] = 16.341, p < .001, multivariate η² = .090), non-word spelling (F[1, 165] = 29.212, p < .001, multivariate η² = .150), and reading fluency (F[1, 165] = 58.348, p < .001, multivariate η² = .261).en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectInterneten
dc.subjectinterventionen
dc.subjectlanguage artsen
dc.subjectreadingen
dc.subjectsoftwareen
dc.subjectSpecial Educationen
dc.subjectcomputeren
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineSpecial Educationen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorMather, Nancyen
dc.contributor.committeememberMather, Nancyen
dc.contributor.committeememberAntia, Shirinen
dc.contributor.committeememberLiaupsin, Carlen
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