Project Activities
The research team is randomly assigning approximately 1,000 low SES kindergarteners to either the control condition or one of the experimental conditions. The experimental conditions consist of three variations of Earobics Step 1 (standard implementation, developmentally sequenced phonological awareness instruction, or reversed sequenced phonological awareness instruction). Children in the control condition participate in equal amounts of computer-assisted instruction in mathematics using widely used commercial programs. Children's learning of cognitive, literacy, and mathematics skills will be measured in both conditions at multiple time points during the year of intervention and at annual follow-up assessments through grade 2.
Structured Abstract
Setting
The proposed study is being implemented in public schools in Texas.
Sample
Participants include low SES Hispanic English-language learners, and African American monolingual English speakers. Approximately 1,000 kindergarten children are participating in this four-year project.
Earobics Step 1 is a computer-based literacy tutor for children ages 4 to 7. Colorful, interactive games with instructional feedback teach phonological awareness, phonological short-term memory, sound discrimination, and letter-sound correspondence.
Research design and methods
Children are being randomly assigned to either the control condition or one of the experimental conditions. The experimental conditions consist of three variations of Earobics Step 1 (standard implementation, developmentally sequenced phonological awareness instruction, or reversed sequenced phonological awareness instruction). Instructional variations are based on research and theory that indicate these sequences should yield faster and broader learning than the commonplace implementation.
Control condition
Children in the control condition are participating in equal amounts of computer-assisted instruction in mathematics using widely used commercial programs.
Key measures
The research team is measuring children's learning of cognitive, literacy, and mathematics skills at multiple time points during the year of intervention and at annual follow-up assessments through grade 2. Assessments include relevant subtests from the Woodcock Johnson III and the Developing Skills Checklist, as well as the Stanford Achievement Tests and the Texas Primary Reading Inventory.
Data analytic strategy
Within a multilevel modeling framework, the research team is using individual growth curve analysis and analysis of covariance (ANCOVA) techniques to test for main effects of intervention group and interaction effects with demographic sample on children's rates of learning and short- and medium-term achievement. Group contrasts will examine the relative efficacy of variations in Earobics Step 1 on targeted and nontargeted cognitive and literacy skills.
People and institutions involved
IES program contact(s)
Products and publications
Products from this project included published reports on the efficacy of a widely used computer-based literacy tutor for children ages 4 to 7.
Publications:
Journal article, monograph, or newsletter
Anthony, J.L., Williams, J.M., Duran, L., Gillam, S., Liang, L., Aghara, R., Swank, P., Assel, M., and Landry, S. (2011). Spanish Phonological Awareness: Dimensionality and Sequence of Development During the Preschool and Kindergarten Years. Journal of Educational Psychology, 103(4): 857-876.
Foster, M.E., Anthony, J.L., Clements, D.H., and Sarama, J.H. (2015). Processes in the Development of Mathematics in Kindergarten Children From Title 1 Schools. Journal of Experimental Child Psychology, 140: 56-73.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
