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Evaluation of Around the Corner

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Bibliographic Details
Title: Evaluation of Around the Corner
Language: English
Authors: Wolf, Betsy, Latham, Gavin, Laurenzano, Mary, Ross, Steven M., Tam, Winnie, Cheung, Alan C. K.
Source: Grantee Submission. 2016.
Peer Reviewed: Y
Page Count: 27
Publication Date: 2016
Sponsoring Agency: Department of Education (ED), Office of Innovation and Improvement
Contract Number: 112209
Document Type: Reports - Research
Education Level: Kindergarten
Primary Education
Early Childhood Education
Descriptors: Video Technology, Computer Uses in Education, Educational Technology, Preschool Children, Kindergarten, Language Acquisition, Emergent Literacy, Reading Skills, Achievement Tests, Intelligence Tests, Verbal Ability, Vocabulary, Language Tests, Pretests Posttests, Program Effectiveness, Comparative Analysis, Teaching Methods, Mixed Methods Research, Randomized Controlled Trials, Teacher Surveys, Parent Surveys
Assessment and Survey Identifiers: Woodcock Johnson Tests of Achievement, Peabody Picture Vocabulary Test, Test of Language Development
Abstract: (Purpose) The purpose of this study was to understand if inclusion of computer activities and videos for pre-K and kinder students, with opportunities to view these videos again at home, providing a repeated learning experience with language concepts and vocabulary, improved young students' early reading skill. (Methods) The study followed one cohort of students over two years. Students who were in preschool in the 2014-15 school year and who progressed into kindergarten in the 2015-16 school year were included. The outcome measures for the impact study were tests that gauge students' language development and early reading skills. These included the Woodcock-Johnson III Tests of Achievement subtests: Letter-Word ID and Word Attack, the Peabody Picture Vocabulary Test, and the Test of Language Development-4, Sentence Imitation subtest. (Results) There were no statistically significant differences between ATC and control students in early reading skills, as measured by the confirmatory outcome measure. We also found no statistically significant differences between ATC and control students on additional post-tests analyzed for exploratory purposes. (Implications) The findings of the impact study suggest that the evaluation study may have been underpowered and that the effect of ATC on some measures of early reading skills compared with the business-as-usual condition may be directionally positive on average but less than 0.20 standard deviations. More research is needed with larger sample sizes and lower minimally detectable effect sizes. Another limitation of this study is that the business-as-usual condition consisted of programs that are, at least in some ways, similar to the ATC intervention. Thus, the effect size of ATC may be much greater in a context where ATC participation is compared with a lower quality preschool or kindergarten program. Supplemental tables are appended.
Abstractor: As Provided
What Works Clearinghouse (WWC) Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/90285
Entry Date: 2017
Accession Number: ED574582
Database: ERIC
FullText Text:
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Evaluation of Around the Corner
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  Label: Language
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Wolf%2C+Betsy%22">Wolf, Betsy</searchLink><br /><searchLink fieldCode="AR" term="%22Latham%2C+Gavin%22">Latham, Gavin</searchLink><br /><searchLink fieldCode="AR" term="%22Laurenzano%2C+Mary%22">Laurenzano, Mary</searchLink><br /><searchLink fieldCode="AR" term="%22Ross%2C+Steven+M%2E%22">Ross, Steven M.</searchLink><br /><searchLink fieldCode="AR" term="%22Tam%2C+Winnie%22">Tam, Winnie</searchLink><br /><searchLink fieldCode="AR" term="%22Cheung%2C+Alan+C%2E+K%2E%22">Cheung, Alan C. K.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2016.
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  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 27
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Department of Education (ED), Office of Innovation and Improvement
– Name: NumberContract
  Label: Contract Number
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  Data: 112209
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Surveys%22">Parent Surveys</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Woodcock+Johnson+Tests+of+Achievement%22">Woodcock Johnson Tests of Achievement</searchLink><br /><searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Test+of+Language+Development%22">Test of Language Development</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: (Purpose) The purpose of this study was to understand if inclusion of computer activities and videos for pre-K and kinder students, with opportunities to view these videos again at home, providing a repeated learning experience with language concepts and vocabulary, improved young students' early reading skill. (Methods) The study followed one cohort of students over two years. Students who were in preschool in the 2014-15 school year and who progressed into kindergarten in the 2015-16 school year were included. The outcome measures for the impact study were tests that gauge students' language development and early reading skills. These included the Woodcock-Johnson III Tests of Achievement subtests: Letter-Word ID and Word Attack, the Peabody Picture Vocabulary Test, and the Test of Language Development-4, Sentence Imitation subtest. (Results) There were no statistically significant differences between ATC and control students in early reading skills, as measured by the confirmatory outcome measure. We also found no statistically significant differences between ATC and control students on additional post-tests analyzed for exploratory purposes. (Implications) The findings of the impact study suggest that the evaluation study may have been underpowered and that the effect of ATC on some measures of early reading skills compared with the business-as-usual condition may be directionally positive on average but less than 0.20 standard deviations. More research is needed with larger sample sizes and lower minimally detectable effect sizes. Another limitation of this study is that the business-as-usual condition consisted of programs that are, at least in some ways, similar to the ATC intervention. Thus, the effect size of ATC may be much greater in a context where ATC participation is compared with a lower quality preschool or kindergarten program. Supplemental tables are appended.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: What Works Clearinghouse (WWC) Reviewed
  Group: SrcInfo
  Data: Meets Evidence Standards without Reservations
– Name: URL
  Label: WWC Study Page
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://ies.ed.gov/ncee/wwc/Study/90285" linkWindow="_blank">https://ies.ed.gov/ncee/wwc/Study/90285</link>
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  Label: Entry Date
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  Data: 2017
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  Label: Accession Number
  Group: ID
  Data: ED574582
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED574582
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Intelligence Tests
        Type: general
      – SubjectFull: Verbal Ability
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Randomized Controlled Trials
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Parent Surveys
        Type: general
      – SubjectFull: Woodcock Johnson Tests of Achievement
        Type: general
      – SubjectFull: Peabody Picture Vocabulary Test
        Type: general
      – SubjectFull: Test of Language Development
        Type: general
    Titles:
      – TitleFull: Evaluation of Around the Corner
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            NameFull: Tam, Winnie
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            NameFull: Cheung, Alan C. K.
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              Type: published
              Y: 2016
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