Randomized Control Trial Study of K-3 Students Demonstrates Greater Scantron Reading Assessment Performance for Imagine Language & Literacy Users

Authors

  • Andrew Berrett Imagine Learning, Scottsdale, Arizona, USA
  • Nathan Fontanet Imagine Learning, Scottsdale, Arizona, USA
  • Nari Carter Imagine Learning, Scottsdale, Arizona, USA

DOI:

https://doi.org/10.24297/jal.v13i.9252

Keywords:

Computer-Assisted Instruction, Education Technology, Literacy

Abstract

Supplemental education technology tools such as those that provide computer-assisted instruction may provide important academic value to elementary age students in developing literacy and language skills. A randomized control trial of students within five schools was conducted in a northwestern school district in the United States of America to evaluate the academic impact of the Imagine Language & Literacy program on student literacy outcomes. In one school, K–3 students who used the program were found to have achieved test scores that were significantly greater than students who did not use the program during the 2013–2014 school year. The results of this study provide evidence of the effectiveness of supplemental literacy tools such as Imagine Language & Literacy in improving student outcomes in literacy development.

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References

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Cheung, A. C. K., & Slavin, R. (2013). The effectiveness of educational technology applications for enhancing reading achievement in K–12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. DOI: 10.1016/j.edurev.2013.01.001.

Holmes, W., Anastopoulou, A., Schaumburg, H., & Mavrikis, M. (2018). Technology-enhanced personalized learning: Untangling the evidence. Robert Bosch Stifung GmbH, Stuttgart. URL: https://www. ro.open.ac.uk/56692/1/TEPL_en.pdf.

Macaruso, P., & Rodman, A. (2011). Efficacy of computer-assisted instruction for the development of early literacy skills in young children. Reading Psychology 32(2), 172–196. DOI: 10.1080/02702711003608071

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Published

2022-07-01

How to Cite

Berrett, A., Fontanet, N. ., & Carter, N. . (2022). Randomized Control Trial Study of K-3 Students Demonstrates Greater Scantron Reading Assessment Performance for Imagine Language & Literacy Users. JOURNAL OF ADVANCES IN LINGUISTICS, 13, 1–3. https://doi.org/10.24297/jal.v13i.9252

Issue

Vol. 13 (2022)

Section

Articles

License

Copyright (c) 2022 Andrew Berrett, Nathan Fontanet, Nari Carter

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License All articles published in Journal of Advances in Linguistics are licensed under a Creative Commons Attribution 4.0 International License.