Doctor of Philosophy

dissertationAs computer assisted instruction (CAI) becomes increasingly sophisticated, its appeal as a viable method of literacy intervention with young children continues despite limited evidence of effectiveness. The present study sought to assess the impact of one such CAI program, Imagine Learning English (ILE), on both the receptive vocabulary and early literacy skills of 284 kindergarten students, including English language learners using a 2 x 2 cross-over research design over a period of a full school year. In each semester, students received either the ILE treatment or "other" treatment (integrated core curriculum including science, social studies, art, music, physical education). Specifically, the study sought to answer two questions: (a) How do the literacy skills of kindergarten students, including English language learners and monolingual children, who receive instruction using ILE compare with the literacy skills of kindergarten students who receive "other" classroom instruction; (b) how do the vocabulary skills of the same kindergarten students who receive instruction using ILE compare with the vocabulary skills of those who receive "other" classroom instruction? Results of the t-tests from this within-subjects design showed no treatment differences on outcome measures (PPVT-4 for receptive vocabulary and DIBELS Next for early literacy) between students when they participated in the ILE program and when they participated in "other" classroom activities, regardless of amount of time spent on this CAI program. These same results held true for English language learners for whom the program was originally designed. A strong period effect, however, was detected, with the treatment administered during period 1 (i.e., either ILE or "other" instruction) having a more positive effect on student language and literacy learning than the treatment that was administered during period 2. Possible explanations for this significant period effect are provided as well as cautions for the ongoing use of CAI programs such as ILE in early literacy education. Finally, recommendations for future research are set forth

The effects of great leaps reading on the reading fluency of elementary students with reading and behavioral deficits.

This dissertation is an examination of one reading fluency intervention presented in digital form. It begins as an overview of the academic challenges faced by students classified as emotional behavioral disorder in our P-12 schools, due to challenges accessing the curriculum. Children that also have reading fluency deficits have an even more difficult time accessing grade level curriculum. Several theories of education are presented, with a focus on instructivist theory. Instructivist theory focuses on such methodology as Applied Behavior Analysis, which includes Discreet Trial Training and direct instruction.Repeated reading is included. All of these are components of Great Leaps for Reading Digital, which is used in this study. Chapters one and two provide the literature review of the study, including emotional behavioral disorder, and the co-morbidity with reading deficits. Chapter three provides an overview of education methodology. Chapter four describes the study in detail, as well as results. Chapter five provides discussion of the results, as well as limitations and next steps

Teacher design of technology for emergent literacy: An explorative feasibility study

McKenney, S., & Voogt, J. (2012). Teacher design of technology for emergent literacy: An explorative feasibility study. Australasian Journal of Early Childhood 37(1), 4-12.The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data were collected to explore the design and implementation of the learning environment, respectively. The main findings from the design study are that scaffolding teacher design: takes mammoth effort; appears to contribute to teacher learning; yields usable products and ownership, both of which seem to contribute to classroom implementation, but also yields products whose subject matter quality is questionable. The pre-post test data from the implementation study indicate that all children working with the intervention exhibited significant learning gains. Based on the findings, it is hypothesized that the high degree of teacher ownership which stems from designing classroom materials positively influences integration of on-computer activities with off-computer classroom activities, and that a high level of integration yields positive influence on pupil learning about the functions of written language. This rich, but small scale study points to the need for more refined understanding of the gap between what teachers have already mastered and what they can achieve when provided with support, when engaging in technology-rich classroom innovation. We therefore call for innovation design to not only meet learner needs, but also to fit explicitly within a teacher’s ‘technological zone of proximal development’

Teacher design of technology for emergent literacy: An explorative feasibility study

The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data were collected to explore the design and implementation of the learning environment, respectively. The main findings from the design study are that scaffolding teacher design: takes mammoth effort; appears to contribute to teacher learning; yields usable products and ownership, both of which seem to contribute to classroom implementation, but also yields products whose subject matter quality is questionable. The pre-post test data from the implementation study indicate that all children working with the intervention exhibited significant learning gains. Based on the findings, it is hypothesized that the high degree of teacher ownership which stems from designing classroom materials positively influences integration of on-computer activities with off-computer classroom activities, and that a high level of integration yields positive influence on pupil learning about the functions of written language. This rich, but small scale study points to the need for more refined understanding of the gap between what teachers have already mastered and what they can achieve when provided with support, when engaging in technology-rich classroom innovation. We therefore call for innovation design to not only meet learner needs, but also to fit explicitly within a teacher’s ‘technological zone of proximal development’

Enhancing Instruction in a Changing World: Kindergarten Educators Implementing Technology to Support Student Reading Development

With the rapid integration of technology into classrooms, educators are experiencing challenges in implementing technology into their Kindergarten programs. This study sought to identify ways to help Kindergarten educators enhance reading instruction with technology-infused lessons. This research drew on Dewey’s theory of progressivism, as well as Mishra and Koehler’s Technological Pedagogical Content Knowledge (TPACK) conceptual model. The study employed qualitative methods through a design-based research approach that included 2 teacher and 2 ECE participants who engaged in 3 training and reflective meetings with the researcher and created and implemented technology-enhanced reading lessons over 12 sessions. Data collection included fieldnotes, interviews, and surveys. Data analysis techniques involved open-ended and axial coding to derive themes that illustrated the data set. Results indicated that support can be provided to educators by recognizing and anticipating their needs, using differentiation, researcher problem solving, iterative professional learning cycles, and liaising with administration. Additionally, findings show that participants changed over the course of the study with attitudinal shifts, increased skills and knowledge of SMART Boards, and technology-enhanced practices. Lastly, findings show that the participants experienced numerous external and internal barriers, but were also able to identify ways to mitigate the barriers. Overall, this research provides implications for practice, research, and theory that can be used to implement effective pedagogy and programming for Kindergarten educators to support students’ reading development through technology enhanced practices

Headsprout Early Reading for Students At Risk for Reading Failure

This study examined the efficacy of using Headsprout Early Reading (Headsprout, 2007) to supplement a balanced literacy curriculum for kindergarten and first grade students in a suburban public school system. Headsprout, which is an example of computer aided instruction (CAI), provided internet-based, supplemental reading instruction that incorporates the five critical components of reading instruction cited by the National Reading Panel (NRP, 2000). The school system implemented Headsprout as a standard protocol, Tier 2 intervention within their Response to Intervention (RTI) process. The study included kindergarten and first grade students from across the school system who were identified as at risk for reading failure based on fall Dynamic Indicators of Basic Early Literacy (DIBELS) scores. Kindergarten and first grade students identified as at risk for reading failure who participated in Headsprout were compared with matched groups of kindergarten and first grade students who did not participate in Headsprout. Overall, neither kindergarten nor first grade students who participated in Headsprout gained meaningful educational benefit from the CAI instruction provided by Headsprout beyond the benefit they received from participating in the general education, RTI Tier 1, balanced literacy curriculum that was available to all kindergarten and first grade students

Measures for Comparing an Augmentative and Alternative Communication Application for Use within a Kindergarten Curriculum

The purpose of this study was to measure the influence of augmentative and alternative communication (AAC) with symbol-supported communication applications (apps) on stimulating kindergarten students to increase expressive language in the general education setting in an elementary school located in Washington, DC. The study sample size was 31 students. The research aimed to identify these tools as an effective strategy to assist kindergarten students in using more verbal language, thereby lowering the risk of communication frustration and increasing the expression of learned knowledge. Language data usage was collected by viewing speech acts as operators in a planning system, then integrating speech acts into plans by comparing the independent variable of the use of the symbol-supported communication app to the dependent variables of knowledge of words and word combinations, knowledge of grammar, supralinguistics (inferencing), pragmatics, and practical use without exposure to the AAC device with a dynamic display and symbolic symbols. The Comprehensive Assessment of Spoken Language tool measured expressive language growth. A quantitative quasi-experimental, pretest-posttest, nonequivalent comparison group design and a multivariate analysis of covariance using the pretests as the covariates measured the outcome. There was a statistically significant difference in the growth of posttest scores in the areas of knowledge of words and word combinations and knowledge of grammar. However, the students’ performance in the areas of supralinguistics and pragmatics did not experience any measurable growth. Future research should continue to validate and build upon the results of this investigation

The Opportunity to Dream: How an Early Learning Network Implemented the Liberatory Design Process

This resource is a case study created in partnership with the Friday Institute's PEER team, entitled "The Opportunity to Dream". The study focuses on the impact of the TIP Early Learning Network's third cohort and their use of the Liberatory Design process in promoting equity and opportunity for underrepresented groups. The study highlights the positive outcomes and benefits resulting from the implementation of the Liberatory Design process, specifically in the work of Edgecombe and Wake's prototypes. The case study serves as a valuable reference for those interested in understanding the impact of using the Liberatory Design process as part of the TIP Early Learning Network

Using standardized test reading comprehension software to improve student academic achievement in reading comprehension

The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based

Promoting Social Change by Increasing Oral Reading Fluency by Second Grade

Teaching students to read fluently has always been a national problem. At an elementary school in Louisiana, over 50% of second grade students earned at risk or at some risk ratings on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test in reading fluency from 2007 to 2009. The purpose of this project study was to determine the professional learning needs of educators for teaching oral reading fluency by investigating 2 aspects of reading proficiency: educators\u27 perceptions of additional skills needed to increase students\u27 fluency by second grade, and the types of professional development educators believed would assist them in improving students\u27 fluency skills. Theories of self-efficacy, behaviorism, and automaticity formed the theoretical framework for the study. A qualitative case study approach was used that included the responses of 4 participants to an open-ended researcher-developed questionnaire, lesson plans from participants, and the researcher\u27s journal. Participants\u27 written responses to the questionnaire were coded and themes determined, then triangulated with their lesson plans and the researcher\u27s journal notes. Findings showed that teachers believed the components of phonemic awareness, phonics, fluency, vocabulary, and comprehension, along with recognition of the letters of the alphabet, whole word recognition strategies, and practice, should be the focus for professional learning for teachers\u27 collaborative learning communities, teacher study groups, and workshops as the preferred methods. Contents of the project include best practices for educators to use to increase oral reading fluency at any age, which may effect positive change with the national problem of helping persons in our society become literate by reading fluently