MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

Kloos, Heidi; Sliemers, Stephanie; Cartwright, Macey; Mano, Quintino R.; Stage, Scott A.

doi:10.3389/feduc.2019.00067

Cited by 4 publications

(2 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In our first question, we examined changes in performance relative to students’ original reading skill levels. Previous research has already examined the usability and effectiveness of technology-based education at the school level (including Sivin-Kachala and Bialo 2000 ; Barley et al 2002 ; van Scoter and Boss 2004 ; James 2014 ) and the potential for developing technology-based comprehension in addition to normal school teaching (e.g., Jenkins et al 2017 ; Kloos et al 2019 ; Campbell et al 2022 ). Their results bore out the success of technology-based reading development.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Computer-Based Development of Reading Skills to Reduce Dropout in Uncertain Times

Szili

Kiss²,

Csapó³

et al. 2022

J. Intell.

View full text Add to dashboard Cite

An adequate level of reading comprehension is a prerequisite for successful learning. Numerous studies have shown that without a solid foundation, there can be severe difficulties in later learning and that failure in the first years of schooling can determine attitudes to learning. In the present study, we present the effect size of an online game-based training program implemented on eDia. The primary goals of the development program are to develop fluency in reading and reading comprehension in Grades 3–4. The content of the program has been developed in accordance with the national core curriculum and the textbooks based on it. Therefore, it can be integrated into both classroom-based lessons and extracurricular activities outside of class. The quasiexperimental research involved 276 students. Propensity score matching was used in examining the effect size of the development program to increase the validity of the results. Through the training program, the development of students in the intervention group accelerated greatly (d = .51), which proved to be even higher in the lowest and average skill groups (d1 = 1.81; d2 = .92) as well as in the disadvantaged student group (d = .72). Latent-change analyses confirmed the sensitivity, relevance, and importance of developing comprehension at 9–10 years of age and the generalizability of the results (χ2 = 421.5; df = 272; p < .05; CFI = .950; TLI = .945; RMSEA = .045 (CI: .036, .153). The study provided evidence that a well-designed online training program is suitable for developing comprehension and overcoming disadvantages, even without the presence of the teacher outside the classroom.

show abstract

Section: Discussionmentioning

confidence: 99%

“… Kloos et al ( 2019 ) used a similar procedure involving an online reading program called MindPlay Virtual Reading Coach (MVRC) to develop reading in second- and fourth-grade students. The program covers phonological awareness, phonetic skills, vocabulary, grammar, fluency in quiet reading, and comprehension.…”

Section: Introductionmentioning

confidence: 99%

Computer-Based Development of Reading Skills to Reduce Dropout in Uncertain Times

Szili

Kiss²,

Csapó³

et al. 2022

J. Intell.

View full text Add to dashboard Cite

show abstract

Empowering first graders with computer-based training to master pre-reading skills and bridge the learning gap

Kiss,

Szili,

Csapó

et al. 2023

Educ Inf Technol

View full text Add to dashboard Cite

The ability to read is fundamental in determining an individual’s academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore essential. Although the importance of early reading development has always been stressed, recent years have drawn increasing attention to the need for targeted improvement. We have addressed this need by developing a computer-based training program in pre-reading skills for first graders; the present paper presents the results of an intervention using this program. Participants in the quasi-experimental study were 336 first graders. To increase the validity of the results, propensity score matching was utilized to analyze the impact of the pre-reading skills program. As a result of the program, students’ development in the intervention group significantly accelerated (Cohen’s d = .59). An immense effect of the intervention was indicated among students in the lower third skill group (Cohen’s d = 2.83).Latent-change analyses supported the relevance and importance of the development of phonological awareness at the ages of 6–8 and the generalizability of the results (χ2 = 14.9; df = 10; p < .05; CFI = .991; TLI = .989; RMSEA = .58 (CI: .000, .114). This research demonstrates that an effective computer-based program can effectively bridge the learning gap in pre-reading skills during early stages of education, even in challenging times without the direct involvement of a teacher.

show abstract

The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis

Vanbecelaere

Said-Metwaly

Noortgate

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

Reading is a fundamental skill to acquire during children's school career. The present meta‐analysis examined research on the effectiveness of digital technologies to foster early reading skills during Tier‐1 interventions (ie, high‐quality core reading instruction which is intended to promote learning for all children). Unlike previous meta‐analyses, this meta‐analysis investigated the effectiveness in a broad way, taking into account cognitive versus non‐cognitive learning outcomes, near versus far transfer outcomes and immediate versus delayed outcomes. Furthermore, different study characteristics were taken into account including participant characteristics, the targeted reading subskills, duration of intervention, type of technology and the level of integration. A total of 568 effect sizes from 72 studies encompassing 60,890 participants were analysed using a meta‐analytic three‐level model. A Hedges'g effect size of 0.37 was obtained, suggesting that using digital technologies generally have a positive, albeit small, effect compared to traditional teaching methods. Moderator analyses indicated that this effect was robust to cognitive and non‐cognitive outcomes, near and far transfer outcomes, and immediate and delayed outcomes, but differed by participants' age and study quality. Recommendations are formulated to push forward research on how digital interventions can be effectively implemented in the classroom. Practitioner notesWhat is already known about this topic Digital technologies can foster (early) reading skills. Meta‐analyses to date focus only on the effect of digital reading interventions in terms of cognitive outcomes. Unclear how different factors moderate the effectiveness of digital reading interventions (eg, type of technology, trained content, level of integration). What this paper adds Results corroborate previous findings indicating a positive but small effect compared to traditional teaching methods. This study provides some evidence that this effect was robust to cognitive and non‐cognitive outcomes, near and far transfer outcomes, and immediate and delayed outcomes. The effect differed by participants' age and study quality. Game elements, adaptivity and whether the intervention was well integrated made little difference to the effectiveness of the intervention. Implications for practice and/or policy The results confirm that digital reading interventions are effective in fostering cognitive, non‐cognitive and efficiency outcomes. Call for more intervention studies investigating how game characteristics and the level of integration of a digital tool moderate the effectiveness. There is a need for reports of pilot studies investigating the effectiveness of recent digital technologies such as AR and VR.

show abstract

MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School?

Cited by 4 publications

References 45 publications

Computer-Based Development of Reading Skills to Reduce Dropout in Uncertain Times

Computer-Based Development of Reading Skills to Reduce Dropout in Uncertain Times

Empowering first graders with computer-based training to master pre-reading skills and bridge the learning gap

The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis

Contact Info

Product

Resources

About