Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders

Chambers, Bette; Abrami, Philip C.; Tucker, Bradley J.; Slavin, Robert E.; Madden, Nancy A.; Cheung, Alan; Gifford, Richard

doi:10.1080/19345740801941357

Cited by 41 publications

(18 citation statements)

References 27 publications

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“…Alphie's Alley is one such software program. It provides assessment, planning tools and performance support for reading tutors (Chambers, Abrami, et al , , ).…”

Section: Resultsmentioning

confidence: 99%

“…But all of them employ student modeling, which tracks the cognitive state(s) of learners and adapts to individual learners' needs (detailed information about the components of the included ITSs is in Table ). For example, Alphie's Alley provides consistent feedback and scaffolding based on students' performance by tracking students' progress and accommodating students' diversity (Chambers, Abrami, et al , ) and ITSS is designed to provide modeling, interactive practice, assessment and feedback to students so that they learn how to use text structure strategy (Meyer et al ., 2002).…”

Section: Resultsmentioning

confidence: 99%

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The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

Xu¹,

Wijekumar²,

Ramı́rez³

et al. 2019

Brit J Educational Tech

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This meta‐analysis examined the effectiveness of improving reading comprehension for students in K‐12 classrooms using intelligent tutoring systems (ITSs), a computer‐based learning environment that provides customizable and immediate feedback to the learner. Nineteen studies from 13 publications incorporating approximately 10 000 students were included in the final analysis; using robust variance estimation to account for statistical dependencies, the 19 studies yielded 88 effect size estimates. The meta‐analysis indicated that the overall random effect size of ITSs on reading comprehension was 0.60 (using a mix of standardized and researcher‐designed measures) with a 95% confidence interval 0.36 to 0.85 (p < 0.001). This review confirms previous studies comparing ITSs to human tutoring: ITSs produced a small effect size when compared to human tutoring (0.20, 0.02–0.38, p = 0.036, n = 21). All comparisons to human tutoring used standardized measures. This review also found that ITSs produced a larger effect size on reading comprehension when compared to traditional instruction (0.86) for mixed measures and (0.26) for standardized measures. These findings may be of interest to practitioners and policy makers seeking to improve reading comprehension using consistent and accessible ITSs. Recommendations for researchers include conducting studies to understand the difference between traditional and updated versions of ITSs and employing valid and reliable standardized tests and researcher‐designed measures.

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“…Alphie's Alley is one such software program. It provides assessment, planning tools and performance support for reading tutors (Chambers, Abrami, et al , , ).…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

Xu¹,

Wijekumar²,

Ramı́rez³

et al. 2019

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…However, second graders in the experimental group showed no significant difference to the control group. In another study, Chambers et al (2008) evaluated the effectiveness of Alphie's Alley and the results revealed that students whose tutors fully implemented this computer-assisted tutoring program, showed significant improvement on measures of letter-word identification, word attack, and fluency, but no significant difference was found for comprehension. Results of another study (Madden & Slavin, 2017) showed that tutoring with Alphie had a substantial positive effect on measures of reading, and also the effect size was larger for second and third grade participants than first graders.…”

Section: Alphie's Alleymentioning

confidence: 99%

Technology-based reading intervention programs for elementary grades: An analytical review

Jamshidifarsani

Garbaya

Lim

et al. 2019

Computers & Education

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In modern societies, the role of reading is becoming increasingly crucial. Hence, any impairment to the reading ability can seriously limit a person's aspirations. The enormous importance of reading as an essential skill in modern life has encouraged many researchers to try and find more effective intervention approaches. Technology has been used extensively to assist and enhance literacy learning. This analytical review aims at presenting a comprehensive overview of the existing research on technology-based or technology-assisted reading interventions for elementary grades, between 2000 and 2017, along with analyzing various aspects of these studies. After extensive research, 42 articles have met the inclusion criteria, which have evaluated a total of 32 reading programs. The studies are classified into six categories of phonological awareness, phonics, vocabulary, comprehension, fluency, and multi-component. Each reading category begins with a brief introduction. Then, the content and instructional mechanisms of each program in the category is explained, alongside the outcome of its interventions. It is found that vocabulary interventions, as well as using mobile, tablet and other non-computer technologies are massively overlooked. Furthermore, a very limited number of programs focused on fluency, none of them addressed all its components. In addition, despite the required long-term practice for fostering fluency, the reviewed studies have an average intervention time shorter than other intervention categories. This paper provides researchers and solution developers with an extensive and informative review of the current state of the art in reading interventions. Additionally, it identifies the current knowledge gaps and defines future research directions to develop effective reading programs.

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“…According to Chambers, Abrami, Slavin, Cheung, & Giff ord (2007) and Chambers, Slavin, Madden, Abrami, Tucker, Cheung, et al (2007), since it fi rst began to be used in education, technology has been primarily applied as a replacement for teacher instruction. Applications of instructional television and video have focused on the use of programs intended to teach in themselves.…”

Section: Alphie's Alley: Electronic Performance Support For Success Fmentioning

confidence: 99%

Using Technology to Assist Children Learning to Read and Write

Abrami

Savage

Wade

et al. 2007

Children's Learning in a Digital World

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Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders

Cited by 41 publications

References 27 publications

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis

Technology-based reading intervention programs for elementary grades: An analytical review

Using Technology to Assist Children Learning to Read and Write

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