The Cellfield reading intervention is based on the multi-deficit theory of reading difficulties and addresses several foundation skills of reading simultaneously. Existing research has confirmed that the Cellfield intervention leads to improvement in reading skill directly following the intervention, but little data exist to determine the…

Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based…

Decades of research have established effective curricula for struggling readers. In the digital age, educational technologies expand access to apps and resources to supplement classroom instruction, but most lack scientific backing. "Sound it Out," a collaborative effort between reading researchers and technology developers, aims to…

The main purpose of the present investigation was to explore the effects of a newly-developed educational technology, COMPRENDE, on adolescents' (N = 85) reading comprehension. More specifically, we explored whether exposure to COMPRENDE significantly improved students' reading comprehension performance gains as measured by "Lectum" (a…

Fluency is one of the critical factors necessary for proficient reading due to its connection with reading comprehension yet many students with reading difficulties struggle to become efficient readers of connected text. The purpose of the current study was to examine the effects of a digital reading fluency program that incorporates…

The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…

While computerized reading programs were found to enhance reading skills, less is known about their influence on reading self-concept (RSC). The current study aimed to examine short- and long-term effects of two versions of a computerized reading acceleration program (RAP) on reading skills and reading self-concept. One hundred thirty…

A common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. This type of adaptivity is possible only if the ITS has information that characterizes the learning behaviors of its users and can adjust its pedagogy accordingly. This study investigated an…

Overall, game-based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer-assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning.…

Latent transition analysis (LTA) was conducted on data from a recent cluster randomized controlled study of 1808 seventh-grade students' use of a web-based intelligent tutoring system (ITSS). This analysis goes beyond traditional variable-centered methods to focus on profiles of learners and changes in reading class membership between pre- and…

After developing an intelligent tutoring system (ITS), or any other class of learning environments, one of the first questions that should be asked is whether the system was effective in helping students learn the targeted skills or subject matter. In this study, we employed two educational data mining models (Additive Factor Model, AFM and…

Curriculum Associates' "i-Ready® Personalized Instruction" ("i-Ready") is a supplemental, online personalized instruction program available for reading and mathematics. Prior research has indicated "i-Ready" has a positive impact on K-8 student achievement for students overall (e.g., Swain, Randel, & Norman…

The degree to which the utilization of technology supports the academic achievement of sixth grade students with reading disabilities was examined using a quantitative research design. The data analysis involved the results from the Educational Technology Assessment Program to measure achievement. The Standardized Test for the Assessment of…

This study examined the effectiveness of READ 180, a computer based reading intervention on Lexile reading levels, Standardized Test of Reading Achievement (STAR) score, and attendance rates students in grades 3-5 who participated in the READ 180 program. The study compared the Scholastic Reading Inventory (SRI) scores of each group administered…

While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students…