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A Cluster-Randomized Trial Measuring the Effects of a Digital Learning Tool Supporting Decoding and Reading for Meaning in Grade 2

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Title: A Cluster-Randomized Trial Measuring the Effects of a Digital Learning Tool Supporting Decoding and Reading for Meaning in Grade 2
Language: English
Authors: Gissel, Stig Toke (ORCID 0000-0003-1212-672X), Andersen, Simon Calmar (ORCID 0000-0001-5274-6953)
Source: Journal of Computer Assisted Learning. Apr 2021 37(2):287-304.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Reading Instruction, Decoding (Reading), Reading Comprehension, Elementary School Students, Grade 2, Electronic Learning, Educational Technology, Foreign Countries, Phonics, Orthographic Symbols, Phonology, Spelling, Oral Reading, Reading Improvement
Geographic Terms: Denmark
DOI: 10.1111/jcal.12488
ISSN: 0266-4909
Abstract: A large-scale, cluster-randomized controlled field trial (N[subscript classrooms] = 47; N[subscript students] = 1,013) assessed the impact of a digital text-to-speech reading material that supported 8-year-olds' decoding and reading comprehension. An active control group used the most prevalent Danish learning material with a research-based systematic, explicit phonics approach supporting primarily decoding. The digital tool allows children to read unfamiliar text for meaning. Students are supported in mapping between orthography and phonology by three levels of text-to-speech support and in identifying spelling patterns. The risk of students overusing text-to-speech was countered by postponing access to having words read aloud by directing students towards identifying and training relevant orthographic patterns before activating text-to-speech. Results showed no statistically significant difference in decoding, but treatment improved reading comprehension. The study demonstrates how digital tools can facilitate strengthening students' decoding skills as efficiently as a traditional phonics-based programme while students are reading text of relatively high orthographic complexity for meaning.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1287877
Database: ERIC
FullText Text:
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DbLabel: ERIC
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PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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  Label: Title
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  Data: A Cluster-Randomized Trial Measuring the Effects of a Digital Learning Tool Supporting Decoding and Reading for Meaning in Grade 2
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Gissel%2C+Stig+Toke%22">Gissel, Stig Toke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1212-672X">0000-0003-1212-672X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andersen%2C+Simon+Calmar%22">Andersen, Simon Calmar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5274-6953">0000-0001-5274-6953</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Apr 2021 37(2):287-304.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Orthographic+Symbols%22">Orthographic Symbols</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink>
– Name: DOI
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  Data: 10.1111/jcal.12488
– Name: ISSN
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  Data: 0266-4909
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A large-scale, cluster-randomized controlled field trial (N[subscript classrooms] = 47; N[subscript students] = 1,013) assessed the impact of a digital text-to-speech reading material that supported 8-year-olds' decoding and reading comprehension. An active control group used the most prevalent Danish learning material with a research-based systematic, explicit phonics approach supporting primarily decoding. The digital tool allows children to read unfamiliar text for meaning. Students are supported in mapping between orthography and phonology by three levels of text-to-speech support and in identifying spelling patterns. The risk of students overusing text-to-speech was countered by postponing access to having words read aloud by directing students towards identifying and training relevant orthographic patterns before activating text-to-speech. Results showed no statistically significant difference in decoding, but treatment improved reading comprehension. The study demonstrates how digital tools can facilitate strengthening students' decoding skills as efficiently as a traditional phonics-based programme while students are reading text of relatively high orthographic complexity for meaning.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2021
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  Label: Accession Number
  Group: ID
  Data: EJ1287877
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1287877
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        Value: 10.1111/jcal.12488
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      – Text: English
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        PageCount: 18
        StartPage: 287
    Subjects:
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 2
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Educational Technology
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Phonics
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      – SubjectFull: Orthographic Symbols
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      – SubjectFull: Phonology
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      – SubjectFull: Spelling
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      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Denmark
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      – TitleFull: A Cluster-Randomized Trial Measuring the Effects of a Digital Learning Tool Supporting Decoding and Reading for Meaning in Grade 2
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            NameFull: Andersen, Simon Calmar
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