Louka Konstantina, Papadakis Stamatios
Enhancing computational thinking in early childhood education through ScratchJr integration
Heliyon
data small randomized control trial teachers use databased instruction dbi early writing analyzed determine influence teacher knowledge skills treatment fidelity student curriculumbased measurement cbm slope participants included 11 elementary grade teachers delivered intensive intervention early writing students n 31 identified either risk disabilities affect writing teachers received professional development ongoing coaching support implementation dbi improving students early writing skills results multiple regression analysis suggest teacher knowledge skills dbi strongly related student cbm slope early writing p 01 small significant relation fidelity writing instruction student cbm slope p 01 implications instructional coaching improving student writing progress discussed