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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR4208 |
来源ID | RR-4208-AFA |
Evaluation of a Technology-based Intervention for Reading in UK Classroom Settings | |
Hannes Jarke; Miriam Broeks; Sashka Dimova; Eleftheria Iakovidou; George Thompson; Sonia Ilie; Alex Sutherland | |
发表日期 | 2020-01-29 |
出版年 | 2020 |
页码 | 21 |
语种 | 英语 |
结论 |
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摘要 | RAND Europe evaluated the implementation of a technology-based intervention that made use of the Microsoft Immersive Reader (IR) in UK classrooms for eight- and nine-year-old pupils. This is the first evaluation of this intervention that uses a randomised control trial (RCT) design, following promising findings related to the use of IR from a small-scale study in the United States. Microsoft granted funding to Achievement for All (AfA) to deliver the intervention using IR, with the aim of assessing its impact on pupils' reading outcomes. AfA aimed to implement this intervention in approximately 80 classrooms across 20 different primary schools in England. RAND Europe was subcontracted as the independent evaluator by AfA to design and undertake a two-arm RCT supplemented by an implementation process evaluation. The study randomly allocated Year 3 and Year 4 classes in 20 schools to either an intervention condition (receiving the intervention including IR) or a control condition (business-as-usual). Using the standardised Progress in Reading Assessment (PiRA) test, this study compared reading outcomes for pupils in classes randomly allocated to receive the intervention to reading outcomes for pupils in the business-as-usual classes. ,The RCT found no significant difference between class-level outcomes of pupils who were allocated to the intervention and those allocated to the control condition. This means that on average, pupils in the intervention classes performed as well as pupils in control classes. With low implementation fidelity, alongside high trial attrition and the infrequent use of the intervention in some schools, it was not possible to determine if the intervention would have influenced the students' reading attainment had it been implemented as intended. |
目录 |
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主题 | Educational Program Evaluation ; Educational Software ; Literacy ; United Kingdom |
URL | https://www.rand.org/pubs/research_reports/RR4208.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/523998 |
推荐引用方式 GB/T 7714 | Hannes Jarke,Miriam Broeks,Sashka Dimova,et al. Evaluation of a Technology-based Intervention for Reading in UK Classroom Settings. 2020. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR4208.pdf(625KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
x1582298106461.jpg.p(6KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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