The effects of an ICT-based reading intervention on students’ achievement in grade two

Deborah Schneider; Alex Chambers; Nancy Mather; Retina Bauschatz; Meredyth Bauer; Lesli Doan

doi:10.1080/02702711.2015.1111963

The effects of an ICT-based reading intervention on students’ achievement in grade two

Deborah Schneider, Alex Chambers, Nancy Mather, Retina Bauschatz, Meredyth Bauer, Lesli Doan

Disability and Psychoeducation Studies

Research output: Contribution to journal › Article › peer-review

14 Scopus citations

Abstract

A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants’ reading and spelling achievement. 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. MANCOVA analyses revealed a significant main effect (λ =.668, F [5, 161] = 16.014, p < 0.001, multivariate η² = 0.332) of the intervention favoring treatment group participants, a result that was confirmed across three of the study’s five dependent variables.

Original language	English (US)
Pages (from-to)	798-831
Number of pages	34
Journal	Reading Psychology
Volume	37
Issue number	5
DOIs	https://doi.org/10.1080/02702711.2015.1111963
State	Published - Dec 4 2015

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Linguistics and Language

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10.1080/02702711.2015.1111963

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abstract = "A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants{\textquoteright} reading and spelling achievement. 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. MANCOVA analyses revealed a significant main effect (λ =.668, F [5, 161] = 16.014, p < 0.001, multivariate η2 = 0.332) of the intervention favoring treatment group participants, a result that was confirmed across three of the study{\textquoteright}s five dependent variables.",

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AB - A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants’ reading and spelling achievement. 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. MANCOVA analyses revealed a significant main effect (λ =.668, F [5, 161] = 16.014, p < 0.001, multivariate η2 = 0.332) of the intervention favoring treatment group participants, a result that was confirmed across three of the study’s five dependent variables.

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The effects of an ICT-based reading intervention on students’ achievement in grade two

Abstract

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