Bette Chambers, Success for All Foundation
Nancy Madden, Success for All Foundation
Robert E. Slavin, Johns Hopkins University
Philip Abrami, Concordia University
Abstract: This poster will present the findings of three closely linked studies on the infusion of technology in beginning reading instruction funded by an IERI grant to the Success for All Foundation, Johns Hopkins University, and Concordia University. Three year-long randomized experiments were carried out to evaluate the addition of forms of embedded multimedia and of computer-assisted tutoring in the Success for All (SFA) reading program. Multimedia (Mayer, 2001) is content that combines written and spoken words and pictures to help children comprehend and retain complex information.
One study evaluated Reading Reels, which embeds video content in SFA Reading. A cluster randomized experiment in 10 urban schools found significant positive effects on reading, in comparison to schools using SFA without embedded multimedia. A second randomized experiment evaluated Alphie's Alley, a computer-assisted tutoring program that provides animated content, assessments, and other tools to help tutors succeed with struggling first graders. Positive reading effects were found for schools with high implementation ratings. The third study was a randomized experiment that evaluated an approach combining Reading Reels and Alphie's Alley, which found substantial positive effects of the combined program for children who received tutoring.