SBIR Phase I: RALP + SAM: Reading For All Learners + Student Assessment and Monitoring

SBIR 第一阶段：RALP SAM：面向所有学习者的阅读 学生评估和监控

• 批准号: 1214763
• 负责人: Alan Hofmeister
• 金额: $ 14.95万
• 依托单位: Academic Success For All Learners
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2012-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1214763&HistoricalAwards=false
• 关键词: SBIR; Phase; RALP; SAM; Reading

This Small Business Innovation Research (SBIR) Phase I project aims to address the educational needs of children at risk of reading failure in early grades, and specifically, to provide technology-based reading instruction, adaptive instructional strategies, ongoing curriculum-embedded assessments with graphical reporting, and instructional methods to support learning to read in early grades. Substantial evidence supports the effectiveness of the print-based Reading for All Learners Program (RALP) and its precursor, the SWRL little books, as summarized in the proposal. The tablet version of RALP will incorporate a student assessment and monitoring (SAM) system to ensure adequate reading progress, including measures of reading fluency and comprehension, and adaptive instructional recommendations based on student needs. Additionally, the project will incorporate voice recognition software to add a test of reading comprehension and to provide recorded student practice with feedback. Designed for teacher-led instruction with large or small groups, or one-on-one instruction with struggling students at school or home, RALP + SAM will provide instructional prompts for effective teaching and implementation. This Phase I project will investigate feasibility, identify needs and recommendations for a tablet-based adaptation from users of the print-based product, and test tablet-based adaptations and assessment, including voice recognition for reading comprehension assessment.The broader impact/commercial potential of this project relates to students at high risk for reading failure and the need for effective early intervention to reach grade level reading, math, and science goals. On the 2009 National Assessment of Education Progress (NAEP), 67% of students performed at or below the basic level, and only 33% were proficient or advanced (NCES, 2010). According to NAEP researchers, students performing at or below a basic level only have ?partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.? Recently, Hernandez (2011) found that children who do not read proficiently by third grade are four times more likely to drop out before graduating from high school, and six times more likely to drop out of they have not mastered even basic reading skills. This project develops a cross-platform tablet-based reading curriculum program to assist teachers and caregivers with delivery of effective instruction. This project will build upon the RALP K-3 curriculum. By integrating effective reading intervention with tablet-based computers, the reading program will have streamlined data collection, enhanced data-driven decision making, tablet-based assessment and reporting, and improved learner outcomes through adaptive instruction based on individual learner needs.

该小企业创新研究 (SBIR) 第一阶段项目旨在满足早期阅读失败风险儿童的教育需求，具体而言，提供基于技术的阅读指导、适应性教学策略、带有图形报告的持续课程嵌入评估以及支持早期阅读学习的教学方法。 正如提案中所总结的，大量证据支持纸质阅读计划 (RALP) 及其前身 SWRL 小册子的有效性。 RALP 的平板电脑版本将纳入学生评估和监控 (SAM) 系统，以确保充分的阅读进度，包括阅读流畅性和理解力的衡量标准，以及根据学生需求提供的适应性教学建议。此外，该项目将采用语音识别软件来添加阅读理解测试，并为学生练习记录提供反馈。 RALP + SAM 专为教师主导的大型或小组教学，或在学校或家里与有困难的学生进行一对一教学而设计，将为有效教学和实施提供教学提示。 该第一阶段项目将调查可行性，确定纸质产品用户对基于平板电脑的改编的需求和建议，并测试基于平板电脑的改编和评估，包括用于阅读理解评估的语音识别。该项目更广泛的影响/商业潜力涉及阅读失败高风险的学生以及需要有效的早期干预以达到年级阅读、数学和科学目标的需求。在 2009 年国家教育进展评估 (NAEP) 中，67% 的学生表现处于或低于基础水平，只有 33% 的学生达到熟练或高级水平（NCES，2010）。根据 NAEP 研究人员的说法，处于基础水平或基础水平以下的学生仅“部分掌握了每个年级熟练工作所必需的必备知识和技能”。最近，埃尔南德斯（Hernandez，2011）发现，三年级时阅读能力不佳的孩子在高中毕业前辍学的可能性是其他孩子的四倍，而在连基本的阅读技能都没有掌握时辍学的可能性是其他孩子的六倍。该项目开发了一个基于平板电脑的跨平台阅读课程计划，以帮助教师和护理人员提供有效的指导。 该项目将以 RALP K-3 课程为基础。通过将有效的阅读干预与基于平板电脑的计算机相结合，阅读计划将简化数据收集、增强数据驱动的决策、基于平板电脑的评估和报告，并通过基于个人学习者需求的适应性指导来改善学习者的成果。