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 |
| 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 |
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