The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two

Deborah Schneider, Alex Chambers, Nancy - Mather, Retina Bauschatz, Meredyth Bauer, Lesli Doan

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants' reading and spelling achievement. After attrition, participants included 170 students enrolled in eight second-grade classrooms (four classrooms in each school) in two public elementary schools in the southwestern United States. MANCOVA analyses revealed a significant main effect (λ =.668, F [5, 161] = 16.014, p <0.001, multivariate η2 = 0.332) of the intervention favoring treatment group participants, a result that was confirmed across three of the study's five dependent variables.

Original languageEnglish (US)
Pages (from-to)1-34
Number of pages34
JournalReading Psychology
DOIs
StateAccepted/In press - Dec 4 2015

Fingerprint

Reading
school grade
Southwestern United States
Students
classroom
Research Design
student
coach
elementary school
school
Therapeutics
Group
Mentoring

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Linguistics and Language
  • Education

Cite this

The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two. / Schneider, Deborah; Chambers, Alex; Mather, Nancy -; Bauschatz, Retina; Bauer, Meredyth; Doan, Lesli.

In: Reading Psychology, 04.12.2015, p. 1-34.

Research output: Contribution to journalArticle

Schneider, Deborah ; Chambers, Alex ; Mather, Nancy - ; Bauschatz, Retina ; Bauer, Meredyth ; Doan, Lesli. / The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two. In: Reading Psychology. 2015 ; pp. 1-34.
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