Using CAI to Increase Achievement in First Grade Reading
EDM-613 Media Asset Creation
Education Media Design & Technology MS Program
Full Sail University
Prepared by:
Anthony M. Eterno
March 4, 2010
I. Thesis Abstract
With an emphasis on improving benchmark and standardized test scores, some elementary schools with underperforming students are moving away from Computer Assisted Instruction (CAI) and going back to basics. Research shows technology can improve reading performance and the gains are greatest for the neediest children and early intervention is best. This quantitative study explores the effects of CIA on benchmark and standardized tests of Language Arts skills, specifically reading skills, in low-income under-achieving first-grade sample. A phonics web-based program was used for 20 minutes each day to supplement classroom instruction. Initial benchmark test results show the positive impact of CIA on first-grade reading achievement.
II. Introduction
In the high-stakes testing environment of No Child Left Behind administrators and teachers have to use all of their recourses to increase student achievement in core curriculum areas. Technology plays a particularly limited role in the teaching of beginning reading, although some studies have showed promising possibilities. The current investigation attempts to add to the discussion on CAI in general by exploring the effects of CAI on benchmark and standardized tests of academic performance in a first-grade sample, with particular attention to the children most at risk for reading failure.
Underperforming and often disinterested elementary students in a Title I school can make significant improvements in core curriculum areas by supplementing classroom instruction with Computer Assisted Instruction (CAI). The target audience for improvement in this thesis project is first grade reading achievement. Computer Assisted Instruction can significantly improve first grade reading achievement and this can positively impact future success in elementary school.
Targeting students who fall below their class averages in reading skills in first-grade can produce meaningful gains in reading achievement. The positive effects associated with CAI are greatest for students demonstrating the lowest initial reading skills. The studies reviewed support CAI in early reading instruction, provided that the instruction is fully integrated into the teachers’ reading curriculum and not used as a stand-alone program.
This thesis and final project center around the use of the website Starfall.com. The implementation and evaluation of this project will be incorporated into video presentation to share with parents, teachers and administrators.
III. Goals and Objectives
Instructional Goal
The goal of this project is to improve at-risk first-grade student reading by developing concepts about print, phonemic awareness, phonics skill, word analysis, vocabulary development, comprehension and fluency.
Vadasy, Sanders, and Abbott (2008) have show that students in the lowest quartile who received first-grade phonics intervention continued to benefit from 1st-grade intervention through the end of third grade, with an average performance near 50th percentile.
Learning Domain
This projects fits into the cognitive domain. It involves knowledge and the development of intellectual skills specifically: concepts about print, phonemic awareness, phonics skill, word analysis, vocabulary development, comprehension and fluency.
Learning Objectives
Students will demonstrate:
•knowledge of the concept of print and how it organized and read
•the ability to identify and orally manipulate words and individual sounds
•knowledge of the alphabetic principle and phonics skills to read text
•the use of multiple strategies to develop vocabulary
•the use of a variety of strategies to comprehend texts.
•the ability to read orally with accuracy an expression.
IV. Presentation
The positive effects of CAI on learning is well documented in upper elementary school and beyond, but there is little research on effects on early reading skills. This project will assesses the effect of Computer Assisted Instruction on first-grade reading achievement as determined by benchmark assessments. Students will interact with phonics based instructional program from the website Starfall.com for 20 minutes each day.
Instructional Approach
Chambers, Slavin, Madden, Abrami, Tucker and Alan (2008) evaluated two technology applications specifically for beginning reading. The first uses short phonics and vocabulary videos embedded in the lessons. The second is a computer assisted tutoring program. Significant differences were found for the technology group, and first graders receiving both treatments scored significantly higher on assessments than both experimental groups and the control group. This supports the idea that embedding technology in classroom and tutorial instruction can improve the reading performance of at-risk first graders.
Lesson Structure
Students are guided through lessons in letter-sound relationships, phonemic awareness, letter pairs and blending, and beginning reading activities. Reading activities are organized into two levels: It’s Fun to Read and I’m Reading. Students must progress through each step in each activity.
V. Evaluation
The district Curriculum and Standards department Fluency Unit Assessments for reading rate, accuracy, and prosody will be used to evaluate student reading performance before intervention and at eight-week intervals. The changes in scores for the experimental group will be compared to a control group that did not participate in the CAI. The intervention and assessment will continue through the school year and 5 fluency assessments.
Preliminary assessments show significant results for the CAI intervention group. An advanced statistical analysis including standard deviation, significance, t-tests, and analysis of variance will be use to compare assessment scores for the experimental and control groups.
VI. References
Chambers, B., Slavin, R., Madden, N., Abrami, P., Tucker, B., & Alan, C., et al. (2008). Technology infusion in success for all: Reading outcomes for first graders. Elementary School Journal, 109(1), 1-15.
Greg, T. (2007, November 7). Free online materials could save schools billions. USA Today, p. D12.
Knezek, G., & Christensen, R. (2007). Effect of technology-based programs on first- and second-grade reading achievement. Computers in the Schools, 24(3/4), 23-41.
Labbo, L. (2006). Five Internet sites too good to miss. Reading Teacher, 59(8), 810-812.
Newman, A. (1972). Later achievement study of pupils underachieving in reading in first grade. Reading Research Quarterly, 7(3), 477-508.
Oh, D., Haager, D., & Windmeuller, M. (2007). A longitudinal study predicting reading success for English-Language learners from kindergarten to grade 1. Multiple Voices for Ethnically Diverse Exceptional Learners, 10(1/2), 107-124.
Vadasy, P., Sanders, E., & Abbott, R. (2008). Effects of supplemental early reading intervention at 2-year follow up: Reading skill growth patterns and predictors. Scientific Studies of Reading, 12(1), 51-89.
