The Benefits of Additional Phonological Awareness Support through Computer-assisted Instruction

1. The Benefits of Additional Phonological Awareness Support through Computer-assisted Instruction Will adding a computer-assisted instructional component to traditional classroom and reading intervention methods benefit at-risk kindergarteners? Jennifer Mahoney Spring 2011, RES725

2. Facts about literacy • The U.S. Department of Education (2007) defines literacy as the ability to use “printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.” • Nation’s Report Card (2009): nationally, students in grade four, while still reading better on average than in the years 1992 to 2005, showed no significant improvement from 2007 • The U.S. Department of Education (2002) attests “evidence strongly suggests that students who fail to read on grade level by fourth grade have a greater likelihood of dropping out of school and a lifetime of diminished success” (para. 3).

3. Literature Synthesis • Early reading achievement (K-3) significantly impacts later reading abilities and future SES in adulthood. • Family risk factors, disabilities, and phonological awareness have all been proven to impact a child’s early reading achievement. • Phonological awareness is one place that educators can make significant contributions through effective instruction. • Since 1986, numerous studies have been conducted on the impacts of phonological awareness and early reading. • Reliable predictor of how well or poorly children will read later • Ehri et al. (2001): PA instruction helps a wide variety of children – normally developing, at-risk students, disable readers, pre-school, kindergarteners, first graders, low SES and mid-high SES

4. Literature Synthesis • Popular and current methods of reading intervention involve additional small-group instruction targeted toward improving phonological skills • No Child Left Behind, 2002 & Reading First Initiative • Computer-assisted instruction (CAI) has been studied for multiple subject, little research specific to early reading. • Generalized finding about using CAI: increased learning due to positive motivational factor • Various CAI programs use drill and practice games for PA • Very small amount of literature that argued against the use of CAI due to ROI/funding • Most studies in favor of using CAI • Part of budgets are directed to technology use in the classroom

5. Research Design • Quantitative, quasi-experimental • Identify at-risk kindergarteners through assessment tools, random assignment into either control group or treatment group • Stratified sampling: ideally hundreds • as many at-risk kindergarteners who are willing to participate from specifically selected district(s) whose educators meet the necessary credentials and teaching in a motivationally unlocked manner • Length of study: One year beginning at the start of kindergarten • However, if significant impacts, either positive or negative, are found after any of the assessment periods, the study will be stopped and access to materials will be given to control group

6. Research Design • Pre-tests to determine at-risk population from participating classrooms & students • Control group: receive traditional classroom instruction & small-group intervention • Treatment group: receive the same traditional classroom instruction & small-group intervention as the control group but additionally students in this group will receive 20-30 minutes, 3 times/week of CAI program targeted at increasing phonological skills • Assessments using DIBELS done every three months to determine progress

7. Issues along the way… • Gaps in literature • Identifying the population to work with • Creating an ethically sound study