Beth A. O’Brien|Malikka Habib|Luca Onnis
Technology-Based Tools for English Literacy Intervention: Examining Intervention Grain Size and Individual Differences
Nanyang Technological University|Nanyang Technological University|University of Genoa
technology plays increasingly important role educational practice including interventions struggling learners torgesen et al 2010 de souza et al 2018 study focuses efficacy tabletbased applications see word reading grapholearn experimental wordlevel program purpose supplementing early english literacy intervention primary grades 1 2 children children identified learning support programs within singaporean schools follow bilingual policy meaning children learning reading english plus additional language one hundred fortyseven children across seven schools participated mean age 666 within learning support classrooms triplets students matched basic reading skills randomly assigned one three groups 1 phonemelevel 2 rimelevel 3 wordlevel focused interventions groups performed reading skills activities ipads across two phases 14week period assessments word reading accuracy fluency pseudoword decoding accuracy fluency spelling administered four time points pre postintervention additional baseline measures taken assess individual differences phonological awareness orthographic awareness general cognitive ability statistical learning bilingual vocabulary knowledge mixed model analysis conducted pre posttest measures across two phases intervention focused accuracy fluency groups made gains across different literacy measures phonemelevel intervention showed advantage rimelevel intervention wordlevel intervention decoding also moderating effects individual differences outcomes general pattern results showed advantage wordlevel intervention poorer phonological awareness reading fluency phonemelevel intervention advantage poorer statistical learning ability childrens bilingual group english plus mandarin english plus malay english plus tamil also showed differential effects type intervention eg phoneme wordlevel different outcome measures results along data collected tablets intervention suggest need examine interplay different types technologybased interventions individual differences learning profiles