The impact of computer-assisted technology on literacy acquisition during COVID-19-related school closures: Group-level effects and predictors of individual-level outcomes.
The impact of computer-assisted technology on literacy acquisition during COVID-19-related school closures: Group-level effects and predictors of individual-level outcomes.
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计算机辅助技术对与19日相关的学校关闭期间的扫盲获取的影响：小组级效果和个人水平结果的预测指标。
DOI：
10.3389/fpsyg.2022.1001555
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发表时间：
2022
影响因子：
3.8
通讯作者：
Hoeft, Fumiko
中科院分区：
文献类型：
--
作者：
Richter, Caroline G.;Siegelman, Noam;Mahaffy, Kelly;Van den Bunt, Mark;Kearns, Devin M.;Landi, Nicole;Sabatini, John;Pugh, Kenneth;Hoeft, Fumiko
2019冠状病毒病疫情导致美国各地的学校于2019-2020学年关闭及失去面对面教学，对初学者的阅读发展产生深远影响。在这项研究中，我们测试了一个研究型教育技术（EdTech）项目--GraphoLearn--是否可以帮助缓解COVID-19的下滑。我们还试图了解从这项教育技术计划中受益最多的儿童的情况。我们在玩GraphoLearn之前和之后使用标准化测量（星星）测试了参与者（N = 172名K-2儿童）的早期识字技能，并使用前后差异作为因变量。我们首先比较了儿童的星星实际和预期增长。然后，我们进行了多元回归分析，其中包含有关GraphoLearn参与度的数据作为预测因素。从研究开始时的GraphoLearn表现中提取了其他预测因子，以评估儿童的字母-声音知识，押韵意识和单词识别。正常学年的实际平均阅读增长与预期增长之间的差异在统计上并不显着。这表明，在我们的样本中，孩子们似乎正在获得阅读技能，正如预期在一个正常的学年。我们的多元线性回归模型（占阅读增长的R2 = 48%）显示，年龄较大的儿童，具有较高的基线GraphoLearn单词识别能力，在固定的天数内玩更多的单元，取得了显着更多的早期识字进步。虽然缺乏对照组，但我们的初步结果表明，在学校关闭期间，像GraphoLearn这样的EdTech程序可能是一个有用的阅读教学工具。此外，我们的研究结果表明，当基础教学已经到位时，使用GraphoLearn进行练习更有效。
The COVID-19 pandemic led to school closure and loss of in-person instruction during the 2019–2020 academic year across the United States, which had a profound impact on the reading development of beginning readers. In this study we tested if a research-informed educational technology (EdTech) program–GraphoLearn–could help alleviate the COVID-19 slide. We also sought to understand the profiles of children who benefitted most from this EdTech program. We tested participants’ (N = 172 K-2 children) early literacy skills using a standardized measure (STAR) before and after playing GraphoLearn, and used the pre to post difference as the dependent variable. We first compared children’s STAR actual and expected growth. Then we conducted a multiple regression analysis with data about engagement with GraphoLearn included as predictors. Additional predictors were extracted from GraphoLearn performance at study onset to assess children’s letter-sound knowledge, rime awareness, and word recognition. The difference between actual average reading growth and expected growth in a regular school year was not statistically significant. This suggests that children in our sample seem to be gaining reading skills as expected in a regular school year. Our multiple linear regression model (which accounted for R2 = 48% of reading growth) showed that older children, with higher baseline GraphoLearn word recognition, who played more units in a fixed number of days, made significantly more early literacy progress. While lacking a control group, our preliminary results suggest that an EdTech program such as GraphoLearn may be a useful reading instructional tool during school shutdowns. In addition, our results suggest that practice with GraphoLearn was more effective and efficient when foundational instruction was already in place.
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影响因子：
3.3
作者：
Erbeli F;Rice M;Paracchini S
通讯作者：
Paracchini S
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Burchett, Woodrow
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Poulin, Christiane