The Experts below are selected from a list of 6393 Experts worldwide ranked by ideXlab platform
Cecilia Elena Rouse - One of the best experts on this subject based on the ideXlab platform.
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technology s edge the educational benefits of computer aided Instruction
American Economic Journal: Economic Policy, 2009Co-Authors: Lisa Barrow, Lisa Markman, Cecilia Elena RouseAbstract:We present results from a randomized study of a well-defined use of computers in schools, a popular Instructional computer program for pre-algebra and algebra. We primarily assess the program using a test designed to target pre-algebra and algebra skills. Students ran domly assigned to computer-aided Instruction score significantly higher on a pre-algebra and algebra test than students randomly assigned to traditional Instruction. We hypothesize that this effective ness arises from increased Individualized Instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates. (JEL H75,121)
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technology s edge the educational benefits of computer aided Instruction
National Bureau of Economic Research, 2008Co-Authors: Lisa Barrow, Lisa Markman, Cecilia Elena RouseAbstract:We present results from a randomized study of a well-defined use of computers in schools: a popular Instructional computer program for pre-algebra and algebra. We assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided Instruction score 0.17 of a standard deviation higher on pre-algebra/algebra tests than students randomly assigned to traditional Instruction. We hypothesize that the effectiveness arises from increased Individualized Instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates.
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technology s edge the educational benefits of computer aided Instruction
Social Science Research Network, 2007Co-Authors: Lisa Barrow, Lisa Markman, Cecilia Elena RouseAbstract:Because a significant portion of U.S. students lacks critical mathematic skills, schools across the country are investing heavily in computerized curriculums as a way to enhance education output, even though there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized study in three urban school districts of a well-defined use of computers in schools: a popular Instructional computer program which is designed to teach pre-algebra and algebra. We assess the impact of the program using statewide tests that cover a range of math skills and tests designed specifically to target pre-algebra and algebra skills. We find that students randomly assigned to computer-aided Instruction score at least 0.17 of a standard deviation higher on a pre-algebra/algebra test than students randomly assigned to traditional Instruction. We hypothesize that the effectiveness arises from increased Individualized Instruction as the effects appear larger for students in larger classes and those in classes in which students are frequently absent.
Christopher Schatschneider - One of the best experts on this subject based on the ideXlab platform.
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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade
Psychological Science, 2013Co-Authors: Carol Mc Donald Connor, Elizabeth Coyne Crowe, Barry Fishman, Stephanie Al Otaiba, Frederick J Morrison, Christopher SchatschneiderAbstract:Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of Individualized reading Instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver Individualized reading Instruction or a treated control condition intervention focused on mathematics. Students who received Individualized reading Instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such Instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized Instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading Instruction and teacher training can yield increased student achievement.
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relations among student attention behaviors teacher practices and beginning word reading skill
Journal of Learning Disabilities, 2012Co-Authors: Leilani Saez, Stephanie Al Otaiba, Jessica Sidler Folsom, Christopher SchatschneiderAbstract:The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy Instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, Individualized Instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.
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individualizing student Instruction precisely effects of child Instruction interactions on first graders literacy development
Child Development, 2009Co-Authors: Carol Mc Donald Connor, Barry Fishman, Christopher Schatschneider, Shayne B Piasta, Stephanie Glasney, Elizabeth C Crowe, Phyllis Underwood, Frederick J MorrisonAbstract:Recent findings demonstrate that the most effective reading Instruction may vary with children's language and literacy skills. These Child x Instruction interactions imply that individualizing Instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy Instruction. The Instruction each first grader received (n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of Instruction with observed amounts revealed that intervention teachers Individualized Instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of Instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child x Instruction interaction effects on literacy outcomes.
Carol Mc Donald Connor - One of the best experts on this subject based on the ideXlab platform.
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assessment to Instruction a2i an online platform for supporting Individualized early literacy Instruction
2016Co-Authors: Sarah W Ingebrand, Carol Mc Donald ConnorAbstract:Assessment-to-Instruction (A2i) is unique in that the intended user is the teacher. This platform aims to provide teachers with information about the types and amounts of Instruction their students need and serves as a tool to monitor progress across the school year. In order to determine how students are doing and whether they are making progress toward their learning goals, formative assessment and progress monitoring can be utilized. Formative assessment is an Instructional strategy that is classroom management positioned and focused on an Individualized Instruction framework for progress monitoring. Such assessments allow a teacher to verify a student Instruction framework for progress monitoring. The information provided by A2i is computed using student assessment scores. A2i serves as a tool to encourage Individualized teaching and helps to remove the inherent difficulty in using assessments to inform reading Instruction by providing teachers with concrete Instructional recommendations for each student.
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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade
Psychological Science, 2013Co-Authors: Carol Mc Donald Connor, Elizabeth Coyne Crowe, Barry Fishman, Stephanie Al Otaiba, Frederick J Morrison, Christopher SchatschneiderAbstract:Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of Individualized reading Instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver Individualized reading Instruction or a treated control condition intervention focused on mathematics. Students who received Individualized reading Instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such Instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized Instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading Instruction and teacher training can yield increased student achievement.
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assessment data informed guidance to individualize kindergarten reading Instruction findings from a cluster randomized control field trial
Elementary School Journal, 2011Co-Authors: Stephanie Al Otaiba, Carol Mc Donald Connor, Jessica Sidler Folsom, Luana Greulich, Jane Meadows, Zhi LiAbstract:Abstract The purpose of this cluster-randomized control field trial was to examine whether kindergarten teachers could learn to differentiate classroom reading Instruction using Individualized Student Instruction for Kindergarten (ISI-K) and to test the efficacy of differentiation on reading outcomes. The study involved 14 schools, 23 ISI-K (n = 305 students) and 21 contrast teachers (n = 251 students). Data sources included classroom observations, parent surveys, and student assessments of language, cognitive, and reading skills. Hierarchical multivariate linear modeling revealed that students in ISI-K classrooms outperformed contrast students on a latent measure of reading skills (ES = .52). Teachers in both conditions provided small-group Instruction, but teachers in the ISI-K condition provided significantly more Individualized Instruction. Findings are discussed regarding professional development to differentiate core reading Instruction and the challenge of using Response to Intervention approaches ...
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individualizing student Instruction precisely effects of child Instruction interactions on first graders literacy development
Child Development, 2009Co-Authors: Carol Mc Donald Connor, Barry Fishman, Christopher Schatschneider, Shayne B Piasta, Stephanie Glasney, Elizabeth C Crowe, Phyllis Underwood, Frederick J MorrisonAbstract:Recent findings demonstrate that the most effective reading Instruction may vary with children's language and literacy skills. These Child x Instruction interactions imply that individualizing Instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy Instruction. The Instruction each first grader received (n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of Instruction with observed amounts revealed that intervention teachers Individualized Instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of Instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child x Instruction interaction effects on literacy outcomes.
Frederick J Morrison - One of the best experts on this subject based on the ideXlab platform.
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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade
Psychological Science, 2013Co-Authors: Carol Mc Donald Connor, Elizabeth Coyne Crowe, Barry Fishman, Stephanie Al Otaiba, Frederick J Morrison, Christopher SchatschneiderAbstract:Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of Individualized reading Instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver Individualized reading Instruction or a treated control condition intervention focused on mathematics. Students who received Individualized reading Instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such Instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized Instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading Instruction and teacher training can yield increased student achievement.
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individualizing student Instruction precisely effects of child Instruction interactions on first graders literacy development
Child Development, 2009Co-Authors: Carol Mc Donald Connor, Barry Fishman, Christopher Schatschneider, Shayne B Piasta, Stephanie Glasney, Elizabeth C Crowe, Phyllis Underwood, Frederick J MorrisonAbstract:Recent findings demonstrate that the most effective reading Instruction may vary with children's language and literacy skills. These Child x Instruction interactions imply that individualizing Instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy Instruction. The Instruction each first grader received (n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of Instruction with observed amounts revealed that intervention teachers Individualized Instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of Instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child x Instruction interaction effects on literacy outcomes.
Stephanie Al Otaiba - One of the best experts on this subject based on the ideXlab platform.
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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade
Psychological Science, 2013Co-Authors: Carol Mc Donald Connor, Elizabeth Coyne Crowe, Barry Fishman, Stephanie Al Otaiba, Frederick J Morrison, Christopher SchatschneiderAbstract:Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of Individualized reading Instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver Individualized reading Instruction or a treated control condition intervention focused on mathematics. Students who received Individualized reading Instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such Instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized Instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading Instruction and teacher training can yield increased student achievement.
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relations among student attention behaviors teacher practices and beginning word reading skill
Journal of Learning Disabilities, 2012Co-Authors: Leilani Saez, Stephanie Al Otaiba, Jessica Sidler Folsom, Christopher SchatschneiderAbstract:The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy Instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, Individualized Instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.
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assessment data informed guidance to individualize kindergarten reading Instruction findings from a cluster randomized control field trial
Elementary School Journal, 2011Co-Authors: Stephanie Al Otaiba, Carol Mc Donald Connor, Jessica Sidler Folsom, Luana Greulich, Jane Meadows, Zhi LiAbstract:Abstract The purpose of this cluster-randomized control field trial was to examine whether kindergarten teachers could learn to differentiate classroom reading Instruction using Individualized Student Instruction for Kindergarten (ISI-K) and to test the efficacy of differentiation on reading outcomes. The study involved 14 schools, 23 ISI-K (n = 305 students) and 21 contrast teachers (n = 251 students). Data sources included classroom observations, parent surveys, and student assessments of language, cognitive, and reading skills. Hierarchical multivariate linear modeling revealed that students in ISI-K classrooms outperformed contrast students on a latent measure of reading skills (ES = .52). Teachers in both conditions provided small-group Instruction, but teachers in the ISI-K condition provided significantly more Individualized Instruction. Findings are discussed regarding professional development to differentiate core reading Instruction and the challenge of using Response to Intervention approaches ...