Lexia Games_ What effect does technology have on students

Document Sample
Lexia Games_ What effect does technology have on students Powered By Docstoc
					LEXIA GAMES:
WHAT EFFECT DOES TECHNOLOGY HAVE
ON STUDENTS READING COMPREHENSION?


Leah G. Doughman
University of West Georgia
MEDT 8484
Fall 2010
Abstract

 This study will investigate the benefits of the Lexia Computer-
 Based Program for second graders in the general education
 classroom. The computer-assisted instruction (CAI) works on
 strengthening phonics and decoding skills, sight words,
 fluency, vocabulary, and comprehension. This program will
 be used on the treatment group. These students will then be
 compared to the control group which will consist of another
 second grade class that did not use the CAI. The results will
 hopefully indicate that the treatment group will show greater
 gains in reading comprehension than the control group, which
 will indicate that the CAI works to improve reading
 comprehension among students.
Introduction

As a teacher of reading, I am concerned with reading comprehension
among my students. In knowing the benefits of being a successful
reader, I wanted to take my research topic a step further and
incorporate technology.

I feel that technology can help aid educators and students in achieving
higher goals in reading comprehension.

“Students don’t just read books. They read television screens”
(McKeown, Beck, & Blake, 2009). They read game directions, they read
tweets, they read wall postings, they read online directions, they read
texts, and it's not just paper and ink anymore.
Introduction Reflection

   I selected this topic because it was of interest to me and
    relevant to my job.

   I currently use Lexia CRT and Early and Primary Reading
    games at my school. I wanted to see if they were an
    accurate means of using technology to improve reading
    comprehension.

   Changes based on feedback:
          Include more thorough explanations of reading comprehension
           definitions
    Literature Review
   Reading fluency should include all of these elements:
        Accuracy, rate, prosody (which is rhythm of words, stress of syllables,
         and intonation) , and comprehension

   Computer-assisted instructional programs are becoming more and more
    common in the everyday classroom.

   Many programs state that their computer-assisted instructional program(s)
    can effectively aid with instruction and will support teacher instruction.

   Schools must carefully exam programs before purchasing and implementing.

                              Draft             Final
Literature Review Reflection

   Using articles that were of the same topic made it easier to
    write my paper.

   “Chunking” my articles together made the information flow
    and read more smoothly once combined.

   Changes based on feedback:
       Incorporate book review
       Modify APA citations
Problem Statement

   Will Lexia Early and Primary Reading games (a CAI) have a
    positive effect on reading comprehension?

   This is a computer program that is currently used at the
    school that I teach. We are required to use Lexia.

   I want to thoroughly understand Lexia’s effects on reading,
    especially comprehension. Is it worth the time and effort
    that is put into it?

                       Draft          Final
Problem Statement Reflection

   Developing a specified problem statement was difficult.

   Finding research to support a specified topic became more
    challenging as the topic was narrowed down.

   Changes based on feedback:
         Narrow the topic (I changed my focus from reading comprehension
          and fluency to just reading comprehension. My topic was too
          broad.)
         Use more articles with studies to back my own study.
Methods Overview

   Participants:
          Two second grade classrooms that were randomly selected
          One class the control group (No Lexia Games)
          One class the experimental group (Lexia Games)


   Design:
          Mixed (Qualitative and Quantitative)
          Qualitative: teacher observations, program review
          Quantitative: pre and post test scores coming from Lexia CRT


                               Draft               Final
Methods Overview Reflection

   Mixed methods and designs help to improve the quality of
    research and the number of mistakes will be fewer.

   After viewing others comments, quantitative data appeared
    easier to analyze.

   Changes based on feedback:
         On surveys and observations, use open-ended questions
         Decided how participants would be selected
         Decide what tool to specifically use to gather quantitative data
Data Collection

   Pre and Posttest using Lexia CRT
       Used to gather quantitative data


   Seasonal Testing (Fall, Winter, and Spring Sessions)
       Used to gather quantitative data


   Teacher Observations, Open-Ended Surveys, and Informal
    Conversational Interviews
       Used to gather qualitative data

                                Draft      Final
Data Collection Reflection

   By using the pre and post test data, it will help to determine
    if the Lexia program increases reading comprehension .

   Teacher observations will also provide valuable data and
    insight into the program.

   Changes based on feedback:
          More thorough survey questions
          improve explanations of Lexia program (games and assessment
           tools)
Data Collection Tools
   Lexia CRT
       the assessment tool of the program (used only when assessing; will
        be used on both the experimental and control group)

   Lexia Early and Primary Games
       the games of the program (used daily with only the experimental
        group)

   Appendix A
       Lexia program survey (used only with the teachers)

   Appendix B
       Lexia program interview (used only with the teachers)
                                 Draft             Final
Data Collection Tools Reflection
   Developing surveys and conducting interviews could be
    difficult to decipher through to gather qualitative data.

   Teaching and training teachers how to use the Lexia CRT
    assessment tool could take some time.

   Changes based on feedback:
          Explain what each data collection tool is, how it works, and how
           it is to be used
Data Analysis

   After two months of data gathering, data will be analyzed
    to eliminate any weaknesses.

   Pre and posttest scores along with surveys, interviews, and
    conversations will be analyzed.

   Include thorough explanations and details of the data
    collected and the analysis of the information.


                          Draft        Final
Data Analysis Reflection

   Analyzing pre and posttest and then comparing them the
    surveys is going to be difficult. I am not sure about all that I
    must do to carry this part out thoroughly.

   Changes based on feedback:
       Explain how I am going to analyze the data
       Explain how all data and information ties together
       Take out “I” and make it sound more like “research”
       Include more details
       Explain Lexia CRT analysis tool
       Modify wording so it does not sound like my problem statement
Timeline
   The process starts with permission slip forms going home with
    randomly selected students.

   Allow for two months of use with the program, then the results will
    be analyzed.

   School holidays and other events/functions must be taken into
    consideration when carrying out research.

   Determining the time to use the computer program is critical to the
    timeline as well.

                         Draft            Final
Timeline Reflection
   This process was difficult and many aspects had to be taken
    into consideration.

   Giving adequate or more time is going to better than being
    short on time.

   Changes based on feedback:
       Include a paragraph to explain the timeline chart
       Include group sorting time
Concluding Summary

   Use this section to emphasize any important points from the
    research

   Restate the purpose and goal of the research project
       Using technology to increase reading comprehension among second
        grade students
       Once the project is carried out and completed, the results can be
        reemphasized in this section.
Concluding Summary Reflection

   A concluding summary is needed to bring everything to a close.

   It adds a form of closure to the research plan.

   It allows the research to end with the results and leaves the
    data on the reader’s mind.

   Changes based on feedback:
       Add a concluding summary to my paper
References
   References are a general “housing area” for the overall
    theme or direction of the research plan

   Helps readers of the paper and guides them to articles that
    are used throughout the research

   Helps to focus the research, researcher, and viewers of the
    research

   A good reference point for when “in need”

                        Draft          Final
Reference Reflection
   The reference section was helpful in storing all references

   Great for a quick “look back”

   Allowed for a general focus when I was off task

   Changes based on feedback:
       Check APA format and citations
       Include the book review
Appendices
   All were needed parts of the research and paper (Final
    submission is hyperlinked. There were no drafts for these items:

          Appendix A (Lexia Survey)

          Appendix B (Lexia Interview)

          Book Review

          Letter of Submission

          Article Comparison Chart
Appendices Reflection
   Some of the appendices were more challenging than others

   Appendices' elements were needed, but did not fit in the
    actual reading part of the paper

   Great reference for all

   Provides value insight to the actual processes of the research

   Changes based on feedback:
       “Don’t forget to include your appendices.”

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:15
posted:12/26/2012
language:English
pages:24