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

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Title: The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two.
Authors: Schneider, Deborah (AUTHOR), Chambers, Alex (AUTHOR), Mather, Nancy (AUTHOR), Bauschatz, Retina (AUTHOR), Bauer, Meredyth (AUTHOR), Doan, Lesli (AUTHOR)
Source: Reading Psychology. Jul2016, Vol. 37 Issue 5, p793-831. 39p.
Subjects: Information & communication technologies, Communication, Information technology, Reading intervention, Remedial reading teaching
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. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Reading+Psychology%22&quot;&gt;Reading Psychology&lt;/searchLink&gt;. Jul2016, Vol. 37 Issue 5, p793-831. 39p.
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Information+%26+communication+technologies%22&quot;&gt;Information &amp; communication technologies&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Communication%22&quot;&gt;Communication&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Information+technology%22&quot;&gt;Information technology&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Reading+intervention%22&quot;&gt;Reading intervention&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Remedial+reading+teaching%22&quot;&gt;Remedial reading teaching&lt;/searchLink&gt;
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  Data: A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants&#39; 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 &lt; 0.001, multivariate η2 = 0.332) of the intervention favoring treatment group participants, a result that was confirmed across three of the study&#39;s five dependent variables. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Reading Psychology is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=114607248
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        Value: 10.1080/02702711.2015.1111963
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        Text: English
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        PageCount: 39
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        Type: general
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      – SubjectFull: Information technology
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      – TitleFull: The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two.
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            NameFull: Chambers, Alex
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            NameFull: Mather, Nancy
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              Text: Jul2016
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