Graduate Education Seminar (Affiliated Group)

Title

The Combined Effect of Small Group Instruction, Independent Reading, and Adaptive Technology in Read 180 on Comprehension, Vocabulary, and Motivation

Presenter Information

Betsy HarlanFollow

Faculty Mentor(s)

Dr. Josh Cuevas

Campus

Cumming

Proposal Type

Oral Presentation

Subject Area

Education

Location

Nesbitt 5101

Start Date

13-3-2020 10:30 AM

End Date

13-3-2020 11:00 AM

Description/Abstract

Teaching students of any academic level requires the use of effective strategies. Remedial reading classes in particular require strategies for comprehension and vocabulary. Small group, independent reading, and adaptive technology have been studied as isolated strategies with mixed results. Read 180 is a blended learning program that incorporates these three strategies into one program, but there are few studies focused on its effectiveness. This quasi-experimental study was designed to investigate the effectiveness of Read 180 in increasing 6th grade students’ comprehension, vocabulary knowledge, and motivation to read. This study will contribute to the currently limited research on the program, aiding schools in making more informed decisions about reading intervention options. Schools must pay for materials and licenses to use Read 180, adding to the importance of knowing if the program is effective. The study is currently in progress and final data is set to be collected in March 2020. It is anticipated that participation in Read 180 will increase students’ comprehension, vocabulary knowledge, and motivation to read.

Note to Conference Administrators

*Note*

Dr. Cuevas is the faculty mentor, but will not be presenting at the conference for this presentation.

Media Format

flash_audio

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Mar 13th, 10:30 AM Mar 13th, 11:00 AM

The Combined Effect of Small Group Instruction, Independent Reading, and Adaptive Technology in Read 180 on Comprehension, Vocabulary, and Motivation

Nesbitt 5101

Teaching students of any academic level requires the use of effective strategies. Remedial reading classes in particular require strategies for comprehension and vocabulary. Small group, independent reading, and adaptive technology have been studied as isolated strategies with mixed results. Read 180 is a blended learning program that incorporates these three strategies into one program, but there are few studies focused on its effectiveness. This quasi-experimental study was designed to investigate the effectiveness of Read 180 in increasing 6th grade students’ comprehension, vocabulary knowledge, and motivation to read. This study will contribute to the currently limited research on the program, aiding schools in making more informed decisions about reading intervention options. Schools must pay for materials and licenses to use Read 180, adding to the importance of knowing if the program is effective. The study is currently in progress and final data is set to be collected in March 2020. It is anticipated that participation in Read 180 will increase students’ comprehension, vocabulary knowledge, and motivation to read.