An Efficacy and Replication Study of Molly of Denali: Supporting the Use of Informational Text

• In Event: Teaching Informational Text With Games and Videos: A Multi-Institutional Success Story of Impact and Innovation

Abstract

This presentation describes two randomized controlled trials examining the impact of the PBS KIDS series Molly of Denali on young children’s ability to use informational text to answer real-world questions. Molly of Denali is designed to support informational text learning. Molly of Denali is unique in its depiction of a Native Alaskan lead character and her family and community. Molly of Denali was developed and produced as part of the U.S. Department of Education’s 2015–2020 Ready To Learn Initiative, which brings free educational media resources to children ages 2–8, with an emphasis on supporting children from low-income, underserved communities.

Two nine-week studies included 263 first-grade children from low-income households across the country (Table A). The first study commenced prior to the COVID-19 pandemic and included in-person pre-assessments and remote post-assessments. The second study replicated the first, but included only remote data collection. In both studies, the study team randomly assigned each child to receive either a tablet loaded with Molly of Denali resources (treatment condition) or a tablet that blocked access to Molly of Denali resources (control condition). Molly of Denali resources for the treatment group included 52 videos; three digital games; three hands-on, real-world activities; and seven introductory videos for parents. The research team organized the resources into “bundles” of content, focusing on the following informational text skills and features: captions, indexes, search boxes, procedural text, flow diagrams, and evaluating sources. Researchers developed and piloted a standardized assessment to measure children’s ability to use informational text to solve real-world problems. The study focused on one confirmatory research question:

Does providing nine weeks of access to Molly of Denali resources via an Internet-enabled tablet improve low-income first-grade children’s ability to use informational text skills to answer questions or solve real-world problems, as compared to providing an Internet-enabled tablet that cannot access Molly of Denali resources?

In Study 1, children in the treatment group showed significantly greater ability to use informational text to answer questions or solve real-world problems than did children in the control group, b = 1.47, p < .05, g = .27. Study 2 replicated these findings, b = 1.30, p < .05, g = .25. Children who used Molly of Denali resources for longer periods showed greater learning benefits, b = .20, p < .001. Analyses for both studies controlled for baseline assessment score, EVT score; demographics (child gender, age, race; family income; parental education; urbanicity); and location (see Table A); Study 1 also controlled for , and DIBELS score. Children benefited from the Molly of Denali resources after using them for only about one hour per week, on average, over nine weeks—similar to the time that children might access educational media at home. Many educational programs require more time or engagement before learning benefits are seen. Findings demonstrate that more exposure to high-quality educational content results in greater learning gains.

Authors

• Naomi Hupert, Education Development Center, Inc.

• Joy Lorenzo Kennedy, Education Development Center (EDC)

• Claire Christensen, SRI International