SBIR Phase II: Adaptive Mobile Applications for Beginning Early Reading Instruction, Progress Monitoring, and Assessment

这一创新结合了移动技术在学校中越来越广泛的应用，基于证据的基础阅读项目具有悠久的研发历史并在许多环境中广泛使用，持续的学生进度监测和评估，实时提供结果和教学建议，以及帮助教师、辅助专业人员、导师和家长实施有效的教学支持。有效帮助儿童学习阅读的研究性教学策略。虽然有大量证据支持在教育中使用计算机，但大多数用于阅读的软件只提供有针对性的技能练习，并且是“非教学的”。具有学生评估和监测移动应用程序的初级阅读课程是创新的，因为它们(a)包括完整的循证阅读课程，与基于研究的教学和学习策略以及共同的核心阅读标准保持一致；(b)纳入定期评估，以促进学生掌握阅读技巧；(c)根据学生的反应和评估数据作出调整，以最切合学生的需要；(d)为教师提供按需援助，以有效实施该计划；(e)提供一个简单而优雅的界面，结合通用的设计特点，并促进有效地利用科技进行教学；(f)仍然是有效教授初级阅读技能的一种经济有效的选择。具有学生评估和监测移动应用程序的初级阅读课程的更广泛/商业影响是基于改变阅读结果的证明能力。许多学生在阅读失败的风险很高，需要在早期年级进行有效的干预。全国报告卡显示，67%的四年级学生对阅读技能只有部分掌握，阅读能力很差。大量证据表明，苦苦挣扎的读者更有可能在毕业前辍学，入狱，并经历终身的经济损失，导致更差的健康、家庭和社会结果。此外，研究表明，早期的识字技能可以预测以后的数学和科学成绩，这对参与STEM至关重要。社会影响很明显：早期阅读的成功促进了一生中更好的结果，而阅读失败对个人和社会都是昂贵的。然而，改变困难读者的阅读轨迹是具有挑战性的，这表明迫切需要高质量、强化的早期阅读指导，其中包括基于研究的教学和学习策略。具有学生评估和监测移动应用程序的初级阅读课程具有明确的教育和社会意义。它们具有成本效益，以证据为基础，并提供创新、自适应、灵活和可访问的移动应用程序，家长和学校工作人员可以使用这些应用程序有效地教授早期阅读技能。

The innovation combines mobile technologies becoming more widely used in schools, an evidence-based beginning reading program with a long history of R&D and widespread use in many settings, ongoing student progress monitoring and assessment with results and instructional recommendations delivered in real time, and instructional supports that assist teachers, paraprofessionals, tutors, and parents in implementing effective, research-based teaching strategies to efficiently help children learn to read. While substantial evidence supports computer use in education, most software used for reading provides only targeted skills practice and is "non-instructional". The beginning reading curricula with student assessment and monitoring mobile applications are innovative because they (a) include a complete evidence-based reading curricula that is well-aligned with research-based teaching and learning strategies and common core reading standards; (b) incorporate regular assessment to promote mastery of reading skills; (c) adapt based on student responses and assessment data to best meet students' needs; (d) include on-demand assistance to instructors to effectively implement the program; (e) provide a simple yet elegant interface that incorporates universal design features and promotes effective use of technology for teaching; and (f) remain a cost-effective alternative for efficiently teaching beginning reading skills.The broader/commercial impact of beginning reading curricula with student assessment and monitoring mobile applications is based on a demonstrated ability to change reading outcomes. Many students are at high risk for reading failure and need effective intervention in early grades. The Nation's Report Card indicates 67% of fourth graders have only partial mastery of reading skills and are struggling readers. Substantial evidence shows struggling readers are more likely to drop out before graduating, become incarcerated, and experience lifelong economic loss leading to poorer health, family, and social outcomes. Additionally, research shows that early literacy skills predict later math and science outcomes which are crucial for STEM participation. Societal implications are clear: early reading success promotes better outcomes throughout lives, while reading failure is costly to individuals and society. Yet, changing reading trajectories for struggling readers is challenging, pointing to a strong need for high-quality, intensive early reading instruction that incorporates research-based teaching and learning strategies. The beginning reading curricula with student assessment and monitoring mobile applications have clear educational and societal significance. They are cost effective, evidence-based, and provide innovative, adaptive, flexible and accessible mobile applications that parents and school staff can use to efficiently teach early reading skills.