Teaching Inferences Online With Early Language Comprehension Individualized Instruction: Does Attendance Matter?

• In Event: Poster Session 3: Impact of Technology Tools on Reading and Writing Instruction

Abstract

The Early Language Comprehension Individualized Instruction (ELCII) application provides video and read aloud lessons to teach inference-making in kindergarten. In its trial study, we investigated whether student attendance impacted ELCII’s effectiveness. Due to COVID-19, the study ended prematurely. However, data collected from eight of the 10-week design suggest that the time point when students received the video-based lessons did not negatively impact their overall inference-making performance. These findings reveal initial evidence that timing of instruction is less relevant to inference learning, provided that students are receiving the instruction. The flexibility of administration shows promise to mitigate loss of instructional time due to chronic absenteeism and for potential use as a distance learning tool.

Authors

• Ellen Orcutt, University of Minnesota

• Susan Slater, University of Minnesota

• Panayiota Kendeou, University of Minnesota

• Jasmine Kim, University of Minnesota - Twin Cities