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

SBIR 第二阶段：用于开始早期阅读教学、进度监控和评估的自适应移动应用程序

• 批准号: 1330901
• 负责人: Alan Hofmeister
• 金额: $ 75万
• 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: 2013
• 资助国家: 美国
• 起止时间: 2013-08-01 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1330901&HistoricalAwards=false
• 关键词: SBIR; Phase; II; Adaptive; Mobile

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.

这项创新结合了移动的技术，这些技术在学校中得到了越来越广泛的使用，一个基于证据的开始阅读计划，具有悠久的研发历史，在许多环境中得到了广泛的使用，正在进行的学生进步监测和评估，并在真实的时间内提供结果和教学建议，以及教学支持，帮助教师，准专业人员，导师和家长实施有效的，基于研究的教学策略，以有效地帮助儿童学习阅读。 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，而且是“非教学性的”。带有学生评估和监测移动的应用程序的初级阅读课程具有创新性，因为它们（a）包括一个完整的循证阅读课程，与基于研究的教学和学习战略以及共同核心阅读标准保持一致;（B）纳入定期评估，以促进掌握阅读技能;（c）根据学生的反应和评估数据进行调整，以最好地满足学生的需求;（e）提供一个简单而优雅的界面，结合通用设计特点，促进有效利用技术进行教学;以及（f）仍然是有效教授初级阅读技能的具有成本效益的替代方案。具有学生评估和监视移动的应用的开始阅读课程的商业影响是基于改变阅读结果的经证明的能力。许多学生阅读失败的风险很高，需要在低年级进行有效的干预。国家报告卡显示，67%的四年级学生只掌握了部分阅读技能，并且正在努力阅读。大量证据表明，苦苦挣扎的读者更有可能在毕业前辍学，被监禁，并经历终身的经济损失，导致健康状况，家庭和社会后果更差。此外，研究表明，早期的识字技能预测了后来的数学和科学成果，这对STEM参与至关重要。社会影响是显而易见的：早期的阅读成功促进一生中更好的结果，而阅读失败对个人和社会来说代价高昂。然而，改变阅读轨迹挣扎的读者是具有挑战性的，指出了一个高质量的，密集的早期阅读教学，结合研究为基础的教学和学习策略的强烈需求。带有学生评估和监测移动的应用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的应用程序，家长和学校工作人员可以使用这些应用程序来有效地教授早期阅读技能。