Poster #6 - Democratizing Reading Evidence in a Computer-Adaptive Learning Environment: The Quest for Improving Achievement Inequalities

• In Event: 81.034 - MTCC Poster Session 20
  In Poster Session: 81.034-1 - Social Factors and Contexts in the Use and Implementation of Educational Technology

Abstract

An investigation of the effects of a computer-adaptive reading program on students’ reading achievement was conducted among N=22,962 third grade students. Results indicated achievement scores (over the course of a year) improved significantly for students of all academic levels. Students in the lowest academic level (63% economically disadvantaged) and in the greatest need of intensive reading instruction evidenced the greatest gains and exceeded normed expectations. However, on average, the achievement gap remains evident among this population. The study provided democratizing evidence for teacher professional development and preparation programs regarding the benefits of computer-adaptive environments to narrow achievement inequalities and increasing opportunities for all but in particular for students at the greatest risk of reading failure.

Authors

• Claudia C Sutter, University of Central Florida

• Laurie O. Campbell, University of Central Florida

• Glenn W Lambie, University of Central Florida

• Jaimie Stickl Haugen, University of Central Florida