Exploring the Role of the Teacher in Implementing Edtech for Summer Literacy Learning

• In Event: Young Children's Learning from Educational Media

Abstract

Introduction:

To address pandemic-induced learning loss, American school systems have invested millions of dollars providing out-of-school enrichment opportunities like summer school (Kane, 2022). A pre-pandemic meta-analysis found summer interventions had small but significant benefits (Kim & Quinn, 2014). Modest effects can be attributed to multiple factors, including challenges staffing programs with experienced teachers (Denton, 2002).

Educational technology (edtech) might be well suited to summer learning. Scholars have long suggested edtech could compensate for teacher limitations (e.g., Moore & Calvert, 2004) by delivering consistent and high quality instruction (Cullen, 2014). Nonetheless, others have argued edtech is most effective when delivered by attentive teachers who can provide as-needed individualized scaffolding (Baker, 2016).

This study examined the impact of Newsela on summer literacy learning, exploring whether results varied across classrooms. Newsela is an online instructional content platform with 17,000+ texts, which are curated into collections with accompanying instructional guidance and activities.

Method:

Forty-one students participated in the full intervention with complete pre- and post-test data. All were rising 8th and 9th graders who failed to meet state expectations on their summative ELA assessment. Instruction was provided by 6 teachers: Two were experienced secondary ELA teachers with 5+ years of experience, 2 were novice secondary ELA teachers with one year of experience, and 2 were experienced elementary teachers with 15+ years of experience.

Classes met daily for 90-minutes over three weeks, working through a structured Newsela unit covering literacy skills such as synthesis, evaluating details to determine key ideas, and using evidence to support responses. Lessons included daily “before”, “during”, and “after” reading online and offline activity suggestions centered around a focal literacy skill.

Participants completed custom pre- and post-tests derived from Newsela content assessing vocabulary (grade 5 and 7 Tier II terms) and reading comprehension.

To characterize implementation fidelity (engaging in recommended activities) and instructional quality, all teachers were interviewed and observed for 1-2 classes.

Results:

Implementation fidelity was fairly high, but instructional quality was mixed. Sixty-three percent of classes engaged in recommended “before” activities, and 88% engaged in the “after” activities. Regarding quality, only one teacher (an experienced secondary ELA teacher) clearly introduced target skills and continuously engaged in checks for understanding. Quality was lower for the remaining teachers.

Students experienced significant vocabulary gains (F(1, 36) = 8.84, p =.005, partial 𝝶2 = .197). This effect was robust across classes.

The effect on comprehension was directionally positive (3% increase from pre- to post-test) but not significant for the full sample. However, students in classes taught by experienced secondary ELA teachers demonstrated an 11% increase–out-performing peers instructed by elementary teachers (p < .05) and novice secondary ELA teachers (p < .1).

Discussion:

Results reinforce enthusiasm around edtech–particularly when implemented by experienced teachers. Teacher experience may be of utmost importance for challenging learning goals, such as improving comprehension (for more on complexities of comprehension learning, see Scarborough, 2001). Newsela has begun developing additional supports to aid teachers in consistently providing high quality lessons, which will be demonstrated during the presentation.

Author

• Lisa B. Hurwitz, Newsela
  Presenting Author