How does advanced technology such as
TeenBiz3000 and Kidbiz3000 increase
students’ comprehension?
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
Table of Contents
• Research Design • Literature Review
• Theoretical Framework • Methods
• Data Analysis
• Students’ Information
• Findings and Implications • Reflections
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?
Literature Review
• 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.
Theoretical Framework
• 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.
Methods
• 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
Data Analysis
Data Analysis
*Physical Test
*Idania withdrew from school 3/20
-0.5 1.5 3.5 5.5
Reading Inventory
BRI-Pre 4.5 0 0 3.5
BRI-Post 5 0 0.5 5
Data Analysis
(cont’d)*Idania withdrew from school 3/20
**On-line Test
0.5 1.5 2.5 3.5 4.5 5.5 6.5
Andy Idania Pedro Wendy
Achieve 3000
Post 2.5 0 0.75 5.2
Pre 6.5 0 0 3.2
Andy’s Information
• PAR Logs
• Continuum
• Student Work
– Multiple News Activities – Can You Picture This – A Nation’s Song
MC Activity Log
Picture This MC Actiivity
Nation’s MC Activity Continuum-Andy
Idania’s Information
• PAR Logs
• Continuum
• Student Work
– Multiple News Activities – A New Leader
– N/A
MC Activity Log
Pedro’s Information
• PAR Logs
• Continuum
• Student Work
– Multiple News Activities – Too Much Homework? – King of the Trail
MC Activity Log
Homework MC Activity
King MC Activity Continuum-Pedro
Wendy’s Information
• PAR Logs
• Continuum
• Student Work
– Multiple News Activities – No Gold for Kim
– Soft Drink War
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
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.
References
• 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:
