ISI Research Lab

University of California, Irvine

  • Home
  • Contact
  • ISI Team
    • Carol Connor
    • Researchers, Postdoctoral Scholars, and Staff
    • Doctoral Students
  • Blog
  • Projects
    • A2i
      • A2i Online Assessments
    • Interactive Word Knowledge E-Book
    • Observing Effective Teaching
    • Optimizing Learning Opportunities for Students (OLOS) Observation System
  • News
  • Resources
    • Publications
    • Learning Ovations

Research Article: Using Technology and Assessment to Personalize Instruction

September 21, 2017 by Carol Connor Leave a Comment

A new research article about A2i titled Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems and written by Dr. Connor has just been published in Prevention Science. Take a look at the abstract below and check out the full article here.

Abstract

Children who fail to learn to read proficiently are at serious risk of referral to special education, grade retention, dropping out of high school, and entering the juvenile justice system. Accumulating research suggests that instruction regimes that rely on assessment to inform instruction are effective in improving the implementation of personalized instruction and, in turn, student learning. However, teachers find it difficult to interpret assessment results in a way that optimizes learning opportunities for all of the students in their classrooms. This article focuses on the use of language, decoding, and comprehension assessments to develop personalized plans of literacy instruction for students from kindergarten through third grade, and A2i technology designed to support teachers’ use of assessment to guide instruction. Results of seven randomized controlled trials demonstrate that personalized literacy instruction is more effective than traditional instruction, and that sustained implementation of personalized literacy instruction first through third grade may prevent the development of serious reading problems. We found effect sizes from .2 to .4 per school year, which translates into about a 2-month advantage. These effects accumulated from first through third grade with a large effect size (d = .7) equivalent to a full grade-equivalent advantage on standardize tests of literacy. These results demonstrate the efficacy of technology-supported personalized data-driven literacy instruction to prevent serious reading difficulties. Implications for translational prevention research in education and healthcare are discussed.

 

Filed Under: Lab News, Publication

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Recent Posts

  • Comprehension Monitoring in Children
  • Digital Promise: United2Read Partnership and Improving Early Literacy
  • Welcome, Dr. Marcela Reyes
  • Learning​ ​Ovations,​ ​Digital​ ​Promise,​ ​UCI,​ ​and​ ​MDRC​ ​Awarded​ ​U.S.​ ​Department​ ​of​ ​Education
  • Voice of Literacy podcast

Archives

  • August 2018
  • May 2018
  • February 2018
  • October 2017
  • September 2017
  • August 2017

Copyright © 2023 · Beautiful Pro Theme on Genesis Framework · WordPress · Log in