NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 2 results Save | Export
Who Benefits from Computerized Learning Progress Assessment in Reading Education? Evidence from a Two-Cohort Pre-Post Design
Peer reviewed Peer reviewed
Direct linkDirect link
A. M. Alexandra Schmitterer; Leonard. D. Tetzlaff; Marcus Hasselhorn; Garvin Brod – Journal of Computer Assisted Learning, 2024
Background: Learning Progress Assessments (LPA) have been developed to help teachers individualize their curriculum. The use of LPA is facilitated by an increasing number of computerized LPA tools. However, little is known about student factors that influence the effectiveness of computerized LPA. Objectives: In this study, we explored whether a…
Descriptors: Progress Monitoring, Student Evaluation, Information Technology, Influences
A Cluster-Randomized Trial Measuring the Effects of a Digital Learning Tool Supporting Decoding and Reading for Meaning in Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Gissel, Stig Toke; Andersen, Simon Calmar – Journal of Computer Assisted Learning, 2021
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…
Descriptors: Reading Instruction, Decoding (Reading), Reading Comprehension, Elementary School Students