ActionResearchPowerPointPresentation.ppt 3875KB Jun 23 2011 12:33:56 PM

How does advanced technology such as
TeenBiz3000 and Kidbiz3000 increase
students’ comprehension?

Marilyn Balbuena
RESSULTS Program
University of Miami
May 6, 2006

Overview
• KidBiz3000 and TeenBiz3000 are built on
decades of scientific research into how children
learn to read. They are based on findings of
widely respected research studies in the field and
approved by the National Reading Panel. Many
of the students I work with have scored 2’s and
low 3’s in their Florida Comprehension
Achievement Test scores, many of which are
English Second Language Learners Level I
through V. These students are deficient readers
requiring assistance on all aspects of the Big Five.

Table of Contents
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Research Design
Literature Review
Theoretical Framework
Methods
Data Analysis
Students’ Information
Findings and Implications
Reflections

References

Research Design
• How much does the software’s differentiated
literacy solution assist the students to increase
their reading comprehension?
• How does the program motivate the students’
interest?
• How will asking parents to sign a reading log
verifying the articles read each month increase
the students’ participation?

Research Design

Literature Review
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Fletcher and Atkinson’s (1972) recognized study developed
programs for the use of computers assisting students’
learning task in the Stanford Computer Assisted Instruction
Project.
Singhal (2002) states, “computer-assisted instruction and
computer programs to teach reading hold great promise for
becoming powerful instructional tools that increase students’
engagement in reading.”
Bendixen and Hartely (2003) examined the relationship
between epistemological beliefs (the beliefs about the
nature of knowledge), metacognition (thinking about how we
think) and student achievement in a hypermedia-learning
environment.

Literature Review

Theoretical Framework
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Bridge needed to construct new language concepts for English
Speaking Language learners
Computer-assisted programs
– Teenbiz3000
• same basic article, but the content is customized to match
each child's own reading level
– ELLIS Academic 3.0
• combines digital audio and video, voice recording
Similarities in both languages
– English “borrowed” words from the Spanish Language
• Accurate word identifications contribute to meaningful
absorption.

Theoretical Framework

Methods
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Jerry L. John’s Basic Reading Inventory
Achieve 3000 Comprehension Test
2-3 Reading assignments
On-line multiple choice quizzes
Tracking Reports
PAR
Work Sample
Parental letters, logs and surveys
Students’ e-mail and survey

Method

Data Analysis
Reading Inventory

*Physical Test

5.5
3.5
1.5
-0.5

Andy

Idania

Pedro

Wendy

BRI-Pre

4.5

0

0

3.5

BRI-Post

5

0

0.5

5

*Idania withdrew from school 3/20

Data Analysis

Data Analysis (cont’d)
Achieve 3000

**On-line
Test

Wendy

Pedro

Idania

Andy

0.5

1.5

2.5

3.5

4.5

5.5

6.5

Andy

Idania

Pedro

Wendy

Post

2.5

0

0.75

5.2

Pre

6.5

0

0

3.2

*Idania withdrew from school 3/20

Andy’s Information
• PAR Logs
• Continuum
• Student Work
– Multiple News Activities
– Can You Picture This
– A Nation’s Song

PAR - A
Continuum-Andy

MC Activity Log
Picture This MC Actiivity
Nation’s MC Activity

Idania’s Information
• PAR Logs
• Continuum
• Student Work
– Multiple News Activities
– A New Leader
– N/A

PAR - I
Continuum-Idania

MC Activity Log
Leader MC Activity

Pedro’s Information
• PAR Logs
• Continuum
• Student Work
– Multiple News Activities
– Too Much Homework?
– King of the Trail

PAR - P
Continuum-Pedro

MC Activity Log
Homework MC Activity
King MC Activity

Wendy’s Information
• PAR Logs
• Continuum
• Student Work
– Multiple News Activities
– No Gold for Kim
– Soft Drink War

PAR-W
ContinuumWendy

MC Activity Log
No Gold MC Activity
Soft Drink MC Activity

Findings and Implications
• Inadequate progress in BRI-Post
• On-line activities(quizzes) wide variations
• Dramatic drop in Achieve 3000 Comprehension
Quiz (Post)
• Second attempt – rereading success
(improvement)
• Participated class discussions
• Exposure to new vocabulary and concepts
• Reinforcement Tool

Findings & Implications

Reflections
• I hear, and I forget. I see, and I remember.
I do, and I understand.
Chinese Proverb

• You cannot teach a man anything;
you can only help him find it within
himself.
Galielo Galilei

References
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Bendixen, L., & Hartley, K. (2003). Successful learning with hypermedia:
The role of epistemological beliefs and metacognitive awareness. Journal
Educational Computing Research, 28(1), 15-30.
Blake, R. (1992). Second language reading on the computer. Association of
Department of Foreign Languages Bulletin, 24(1), 17-22.
Bruner, Jerome (1966). Toward a Theory of Instruction, MA: Harvard
University Press.
Fitze, Michael (2006). Discourse and participation in ESL face-to-face and
written electronic conferences. Language Learning & Technology, 10(1),
67-86.
Fletcher, J.D., & Atkinson, R.C. (1972). Evaluation of the Stanford CAI
program in initial reading. Journal of Educational Psychology, 63, 597-602
Piaget, Jean (1972). The psychology of the child. New York: Basic Books.
Singhal, Meena (2002). Reading and computer assisted instruction:
Application and implications. Journal of Educational Multimedia and
Hypermedia, 7(1), 281-296.