The benefits of computer-assisted learning for struggling readers in elementary schools in England.
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| Title: | The benefits of computer-assisted learning for struggling readers in elementary schools in England. |
|---|---|
| Authors: | Cockerill, Maria1 (AUTHOR) maria.cockerill@qub.ac.uk, Tracey, Louise2 (AUTHOR), Elliott, Louise3 (AUTHOR), Fairhurst, Caroline3 (AUTHOR), Mandefield, Laura3 (AUTHOR), Fountain, Imogen3 (AUTHOR), Ellison, Sarah4 (AUTHOR), Thurston, Allen1 (AUTHOR), O'Keeffe, Joanne1 (AUTHOR) |
| Source: | Journal of Applied Developmental Psychology. Nov2024, Vol. 95, pN.PAG-N.PAG. 1p. |
| Subject Terms: | *Computer assisted instruction, *Struggling readers, *First grade (Education), *Socioeconomic status, Randomized controlled trials |
| Abstract: | Results of a randomized controlled trial in English elementary schools of Lexia Core5 Reading are presented here. The research assessed whether a computer-assisted learning program designed to improve reading outcomes for all readers, when delivered as a targeted intervention to struggling readers improves reading outcomes for these First Grade students. The program was delivered successfully across one school year. Analysis was undertaken for 620 students, from 57 participating schools with a mean average of socio-economic disadvantage above the national average. Positive Effect Sizes were observed of +0.08 overall and of +0.18 for low socio-economic status (SES) students. A larger study is warranted to ascertain generalizability to a larger population including in other grades. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Applied Developmental Psychology is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181246836 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The benefits of computer-assisted learning for struggling readers in elementary schools in England. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cockerill%2C+Maria%22">Cockerill, Maria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> maria.cockerill@qub.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Tracey%2C+Louise%22">Tracey, Louise</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Elliott%2C+Louise%22">Elliott, Louise</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fairhurst%2C+Caroline%22">Fairhurst, Caroline</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mandefield%2C+Laura%22">Mandefield, Laura</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fountain%2C+Imogen%22">Fountain, Imogen</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ellison%2C+Sarah%22">Ellison, Sarah</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thurston%2C+Allen%22">Thurston, Allen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22O'Keeffe%2C+Joanne%22">O'Keeffe, Joanne</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Applied+Developmental+Psychology%22">Journal of Applied Developmental Psychology</searchLink>. Nov2024, Vol. 95, pN.PAG-N.PAG. 1p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br />*<searchLink fieldCode="DE" term="%22First+grade+%28Education%29%22">First grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Results of a randomized controlled trial in English elementary schools of Lexia Core5 Reading are presented here. The research assessed whether a computer-assisted learning program designed to improve reading outcomes for all readers, when delivered as a targeted intervention to struggling readers improves reading outcomes for these First Grade students. The program was delivered successfully across one school year. Analysis was undertaken for 620 students, from 57 participating schools with a mean average of socio-economic disadvantage above the national average. Positive Effect Sizes were observed of +0.08 overall and of +0.18 for low socio-economic status (SES) students. A larger study is warranted to ascertain generalizability to a larger population including in other grades. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Applied Developmental Psychology is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.appdev.2024.101726 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 1 StartPage: N.PAG Subjects: – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Struggling readers Type: general – SubjectFull: First grade (Education) Type: general – SubjectFull: Socioeconomic status Type: general – SubjectFull: Randomized controlled trials Type: general Titles: – TitleFull: The benefits of computer-assisted learning for struggling readers in elementary schools in England. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cockerill, Maria – PersonEntity: Name: NameFull: Tracey, Louise – PersonEntity: Name: NameFull: Elliott, Louise – PersonEntity: Name: NameFull: Fairhurst, Caroline – PersonEntity: Name: NameFull: Mandefield, Laura – PersonEntity: Name: NameFull: Fountain, Imogen – PersonEntity: Name: NameFull: Ellison, Sarah – PersonEntity: Name: NameFull: Thurston, Allen – PersonEntity: Name: NameFull: O'Keeffe, Joanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01933973 Numbering: – Type: volume Value: 95 Titles: – TitleFull: Journal of Applied Developmental Psychology Type: main |
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