Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention

Baker, Doris Luft; Basaraba, Deni; Smolkowski, Keith; Conry, Jillian; Hautala, Jarkko; Richardson, Ulla; English, Sherril; Cole, Ron

doi:10.1080/15235882.2017.1309719

Cited by 19 publications

(12 citation statements)

References 37 publications

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“…Beyond geography, the differentiation possibilities have prompted individual studies of diverse, at-risk learners (see Table 1 for details). Researchers have explored GG's effect on L2 readers (e.g., Oksanen, 2010;Patel, 2018), bilingual students reading in two languages (Baker et al, 2017), and students low socioeconomic backgrounds (Rosas, Escobar, Ramírez, Meneses, & Guajardo, 2017). Researchers have also considered effects for students with cognitive challenges, including rapid automatized naming (Heikkilä, Aro, Närhi, Westerholm, & Ahonen, 2013) and short-term memory (Hintikka, Aro, & Lyytinen, 2005).…”

Section: Gg's Origin and Scopementioning

confidence: 99%

“…Therefore, our recommendation for increased teacher interactions with CAI may reduce serious games' functional role. For example, in Baker et al (2017), despite lack of reading gains, teachers remained positive about GG because they "found it easy to incorporate as a means for providing students with opportunities to independently practice their letter-sound correspondence knowledge while teachers provided small-group instruction to other students" (p. 234). Similarly, Worth et al (2018) reported that teachers were overwhelmingly positive even though "the vast majority were hesitant to specifically assign any improvements in phonics attainment or progress to playing it" (p. 33), thus implying that GG's perceived value was not purely instructional.…”

Section: Implications For the Classroom: Tutor/child/computer Trianglementioning

confidence: 99%

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Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

McTigue

Solheim

Zimmer

et al. 2019

Reading Research Quarterly

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A B S T R A C TOverall, game-based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer-assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame (GG), an adaptive serious game designed to prevent reading difficulties through the promotion of soundsymbol connections, has been implemented in over 20 countries. Therefore, the GG research base provides an opportunity to synthesize research on a single computer-assisted instruction across diverse contexts. Surprisingly, despite extensive use and further implementation plans, no review has yet synthesized GG's effects. Specifically, this systematic literature review, with an embedded meta-analysis, synthesized 28 empirical studies for theory, methodological quality, and outcomes. The GG research base was dominated by theories of reading disabilities and psycholinguistics. Methodologically, quantitative methods, focusing on phonological and decoding outcome measures only, were most common. The meta-analysis (n = 19), measuring GG's impact on word-reading outcomes, did not yield an overall meaningful effect size (g = −0.02). However, among moderators (language complexity, duration of intervention, and adult interaction), adult interaction was significant, favoring implementation contexts with high levels of adult interaction. Specifically, studies with high adult interaction produced an average positive effect size (g = 0.48), which suggests implications for classroom use. Regarding future research, the authors recommend stronger clarity of theory, attention to learning context, and a more purposeful collection of process data, which can be obtained through greater plurality of methodology. D espite great potential, the effect of educational technology on classroom learning has overpromised, both in general (

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Section: Gg's Origin and Scopementioning

confidence: 99%

Section: Implications For the Classroom: Tutor/child/computer Trianglementioning

confidence: 99%

Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

McTigue

Solheim

Zimmer

et al. 2019

Reading Research Quarterly

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“…Similar to many other computer-based adaptive technologies, IStation reading is a research evidence-based literacy program created to augment effective reading instruction while providing educators with adaptive suggestions and resources, real-time monitoring of student performance, and a leveled system of support that can tailor the lessons to meet each student's individual needs (Baker et al, 2017;McInerney & Elledge, 2013;Shute & Rahimi, 2017). There was some growth in STAR Test scores over time during the implementation of IStation, which cor-related with improvements seen in IStation scores.…”

Section: Discussionmentioning

confidence: 99%

“…Adaptive computer-based reading technologies can also provide individualized support that facilitates personalized learning (Baker et al, 2017;Hutchison, Beschorner, & Schmidt-Crawford, 2012;Hutchison & Beschorner, 2015). These tools possess many built-in functions that allow students to actively engage in reading activities and assessments that incorporate diverse reading strategies and interventions as mentioned above (Shute & Rahimi, 2017).…”

Section: Adaptive Computer-based Technologies For Readingmentioning

confidence: 99%

Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

2017

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Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a) additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b) recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when implementing such technology to a diverse array of learners on different reading levels, such as Tier 1 (high reader), Tier 2 (medium average benchmark reader), and Tier 3 (low reader). It is essential to provide professional development and training opportunities for teachers. Teachers can also train and elevate the higher achieving students with using IStation to monitor their own progress as well as set their own individual learning goals. Recommendation for Researchers: We recommend studies with a larger sample size that would likely yield more definitive and generalizable results, studies using a randomized control group that would have teased out extraneous factors and truly measuring the effects of IStation alone on STAR, as well as longitudinal studies examining the long-term effects of IStation.

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“…Within the realm of literacy, GraphoGame, a digital game developed to help children with difficulties in reading acquisition understand the relation between letters (graphemes) and sounds (phonemes), was found effective in promoting children's literacy in different languages (e.g., English and Spanish: Baker et al., ; Finnish: Lyytinen, Erskine, Kujala, Ojanen, & Richardson, ; Indonesian: Borleffs et al., ). Studying the benefits of digital games to early literacy, Schmitt, Hurwitz, Duel, and Linebarger () found that preschoolers who played literacy games on an educational website outperformed the comparison group that played with puzzles in eight out of 12 early literacy assessments.…”

Section: Digital Tools and Early Literacy Skillsmentioning

confidence: 99%

Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports

Elimelech

Aram

2019

Reading Research Quarterly

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The authors developed a digital spelling game to promote children's early literacy skills. Based on the dual‐coding theory, the authors studied the benefits of auditory support alone versus auditory+visual support. Children played the game in three conditions: no support, hearing the whole word; auditory‐only support, hearing a word segmented; and auditory+visual support, hearing the word segmented together with seeing the highlighted position of the letters. The participants were 129 Hebrew‐speaking children (mean age = 5.7 years) from five preschools located in low–socioeconomic status neighborhoods. Children were randomly divided into one of the four groups (the three intervention conditions and a comparison group that did not play the game but watched electronic books). Children in each of the four groups participated in eight 20‐minute sessions over the course of one month (two sessions per week). Children's letter knowledge (letter names and sounds), phonological awareness (word segmentation), word spelling, and word decoding were assessed before and after the intervention. Children's visuomotor and oral skills were assessed and controlled for in the analyses. Generalized estimating equations regressions showed that the auditory+visual support and auditory‐only support groups scored higher on the posttest than the no‐support and comparison groups in letter knowledge, phonological awareness, word spelling, and word decoding. The no‐support group scored higher than the comparison group only in letter knowledge. The authors highlight ways for promoting children's understanding of the writing system and demonstrate the effectiveness of a computerized game adapted to the orthography in promoting basic early literacy skills.

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Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention

Cited by 19 publications

References 37 publications

Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports

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