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Technology-Based Tools for English Literacy Intervention: Examining Intervention Grain Size and Individual

Beth A O'Brien1, Malikka Habib1, Luca Onnis2

  • 1National Institute of Education, Nanyang Technological University, Singapore, Singapore.

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Summary
This summary is machine-generated.

Tablet-based interventions improved early English literacy for primary students. The word-level approach benefited reading fluency in those with weaker phonological awareness, while phoneme-level training aided those with poorer statistical learning.

Keywords:
interventionphonological awarenessstatistical learningstruggling readerstechnology

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Area of Science:

  • Educational Technology
  • Developmental Psychology
  • Applied Linguistics

Background:

  • Technology is crucial for educational interventions, especially for struggling learners.
  • Early literacy interventions in bilingual settings require tailored approaches.
  • Tablet-based applications offer a novel medium for literacy skill development.

Purpose of the Study:

  • To evaluate the efficacy of tablet-based literacy interventions for primary grade students.
  • To compare the effectiveness of phoneme-level, rime-level, and word-level interventions.
  • To investigate the moderating roles of individual differences and bilingualism on intervention outcomes.

Main Methods:

  • 147 primary grade students in Singaporean learning support programs participated.
  • Students were randomly assigned to phoneme-, rime-, or word-level interventions delivered via iPads over 14 weeks.
  • Assessments included word reading, pseudoword decoding, spelling, phonological awareness, orthographic awareness, cognitive ability, statistical learning, and bilingual vocabulary.

Main Results:

  • All intervention groups showed improvements in literacy measures.
  • The phoneme-level intervention demonstrated an advantage in decoding compared to the rime-level intervention.
  • Individual differences, such as phonological awareness and statistical learning, moderated intervention effectiveness, with bilingualism also showing differential effects.

Conclusions:

  • Tablet-based interventions can effectively supplement early English literacy programs.
  • Intervention design should consider individual learning profiles, including phonological awareness, statistical learning, and bilingualism.
  • Further research is needed to understand the interplay between technology-based interventions and diverse learner characteristics.