Caroline Greiner de Magalhães|Noam Siegelman|Kelly Mahaffy|Mark van den Bunt|Devin M. Kearns|Nicole Landi|John Sabatini|Kenneth R. Pugh|Fumiko Hoeft
The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes
University of Connecticut|University of Alabama at Birmingham|Haskins Laboratories|Hebrew University of Jerusalem|University of Connecticut|Haskins Laboratories|Haskins Laboratories|University of Connecticut|Haskins Laboratories|University of Memphis|University of Connecticut|Haskins Laboratories|Haskins Laboratories|Keio University|University of California, San Francisco|University of Connecticut
introduction covid19 pandemic led school closure loss inperson instruction 20192020 academic year across united states profound impact reading development beginning readers study tested researchinformed educational technology edtech programgrapholearncould help alleviate covid19 slide also sought understand profiles children benefitted edtech program methods tested participants n 172 k2 children early literacy skills using standardized measure star playing grapholearn used pre post difference dependent variable first compared childrens star actual expected growth conducted multiple regression analysis data engagement grapholearn included predictors additional predictors extracted grapholearn performance study onset assess childrens lettersound knowledge rime awareness word recognition results difference actual average reading growth expected growth regular school year statistically significant suggests children sample seem gaining reading skills expected regular school year multiple linear regression model accounted r 2 48 reading growth showed older children higher baseline grapholearn word recognition played units fixed number days made significantly early literacy progress discussion lacking control group preliminary results suggest edtech program grapholearn may useful reading instructional tool school shutdowns addition results suggest practice grapholearn effective efficient foundational instruction already place