How does advanced technology such as TeenBiz3000 and Kidbiz3000 increase students’ comprehension?

Marilyn Balbuena

RESSULTS Program

University of Miami

May 6, 2006

Overview

• KidBiz3000 and TeenBiz3000 are built on decades of scientific research into how children learn to read. They are based on findings of widely respected research studies in the field and approved by the National Reading Panel. Many of the students I work with have scored 2’s and low 3’s in their Florida Comprehension Achievement Test scores, many of which are English Second Language Learners Level I through V. These students are deficient readers requiring assistance on all aspects of the Big Five.

Table of Contents

• Research Design• Literature Review• Theoretical Framework• Methods• Data Analysis• Students’ Information• Findings and Implications• Reflections• References

Research Design

• How much does the software’s differentiated literacy solution assist the students to increase their reading comprehension?

• How does the program motivate the students’ interest?

• How will asking parents to sign a reading log verifying the articles read each month increase the students’ participation?

Research Design

Literature Review

• Fletcher and Atkinson’s (1972) recognized study developed programs for the use of computers assisting students’ learning task in the Stanford Computer Assisted Instruction Project.

• Singhal (2002) states, “computer-assisted instruction and computer programs to teach reading hold great promise for becoming powerful instructional tools that increase students’ engagement in reading.”

• Bendixen and Hartely (2003) examined the relationship between epistemological beliefs (the beliefs about the nature of knowledge), metacognition (thinking about how we think) and student achievement in a hypermedia-learning environment.

Literature Review

Theoretical Framework

• Bridge needed to construct new language concepts for English Speaking Language learners

• Computer-assisted programs

– Teenbiz3000

• same basic article, but the content is customized to match each child's own reading level

– ELLIS Academic 3.0

• combines digital audio and video, voice recording

• Similarities in both languages

– English “borrowed” words from the Spanish Language

• Accurate word identifications contribute to meaningful absorption.

Theoretical Framework

Methods

• Jerry L. John’s Basic Reading Inventory• Achieve 3000 Comprehension Test• 2-3 Reading assignments• On-line multiple choice quizzes• Tracking Reports• PAR• Work Sample• Parental letters, logs and surveys• Students’ e-mail and survey

Method

Data Analysis

Data Analysis

*Physical Test

*Idania withdrew from school 3/20

-0.5

1.5

3.5

5.5

Reading Inventory

BRI-Pre 4.5 0 0 3.5

BRI-Post 5 0 0.5 5

Andy Idania Pedro Wendy

Data Analysis (cont’d)

*Idania withdrew from school 3/20

**On-line Test

0.5 1.5 2.5 3.5 4.5 5.5 6.5

Andy

Idania

Pedro

Wendy

Achieve 3000

Post 2.5 0 0.75 5.2

Pre 6.5 0 0 3.2

Andy Idania Pedro Wendy

Andy’s Information

• PAR Logs• Continuum• Student Work

– Multiple News Activities – Can You Picture This – A Nation’s Song

MC Activity Log

Picture This MC Actiivity

Nation’s MC Activity

Continuum-Andy

PAR - A

Idania’s Information

• PAR Logs• Continuum• Student Work

– Multiple News Activities – A New Leader– N/A

MC Activity Log

Leader MC Activity

Continuum-Idania

PAR - I

Pedro’s Information

• PAR Logs• Continuum• Student Work

– Multiple News Activities – Too Much Homework?– King of the Trail

MC Activity Log

Homework MC Activity

King MC Activity

Continuum-Pedro

PAR - P

Wendy’s Information

• PAR Logs• Continuum• Student Work

– Multiple News Activities – No Gold for Kim– Soft Drink War

MC Activity Log

No Gold MC Activity

Soft Drink MC Activity

Continuum-Wendy

PAR-W

Findings and Implications

• Inadequate progress in BRI-Post• On-line activities(quizzes) wide variations• Dramatic drop in Achieve 3000 Comprehension

Quiz (Post)• Second attempt – rereading success

(improvement)• Participated class discussions• Exposure to new vocabulary and concepts• Reinforcement Tool

Findings & Implications

Reflections

• I hear, and I forget. I see, and I remember. I do, and I understand.

Chinese Proverb

• You cannot teach a man anything; you can only help him find it within

himself. Galielo Galilei

References

• Bendixen, L., & Hartley, K. (2003). Successful learning with hypermedia: The role of epistemological beliefs and metacognitive awareness. Journal Educational Computing Research, 28(1), 15-30.

• Blake, R. (1992). Second language reading on the computer. Association of Department of Foreign Languages Bulletin, 24(1), 17-22.

• Bruner, Jerome (1966). Toward a Theory of Instruction, MA: Harvard University Press.

• Fitze, Michael (2006). Discourse and participation in ESL face-to-face and written electronic conferences. Language Learning & Technology, 10(1), 67-86.

• Fletcher, J.D., & Atkinson, R.C. (1972). Evaluation of the Stanford CAI program in initial reading. Journal of Educational Psychology, 63, 597-602

• Piaget, Jean (1972). The psychology of the child. New York: Basic Books.• Singhal, Meena (2002). Reading and computer assisted instruction:

Application and implications. Journal of Educational Multimedia and Hypermedia, 7(1), 281-296.