Quantitative Phase
- Matched, quasi-experimental design using propensity score matching
- Measured and compared the differences in literacy learning between kindergartners who use technology as part of the literacy curriculum versus students not using technology as part of the literacy curriculum
- Literacy learning was further analyzed using teacher characteristics gathered during the qualitative phase
Data Analysis
Instruments
Development Reading Assessment-2 (DRA2)
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Clay's Observation Survey (OS)
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References
Beaver, J. M. (2006). Teacher guide: Developmental Reading Assessment, Grades K– 3, Second Edition. Parsippany, NJ: Pearson Education, Inc.
Denton, C.A. , Ciancio, D.J., & Fletcher, J.M. (2006). Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement, Reading Research Quarterly, 41, 8-34.
Weber, W.A. (2000). Developmental Reading Assessment and Evaluación del Desarrollo de la Lectura: A Validation Study. Research paper published by Pearson Learning Group, Parsippany, NJ.
Denton, C.A. , Ciancio, D.J., & Fletcher, J.M. (2006). Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement, Reading Research Quarterly, 41, 8-34.
Weber, W.A. (2000). Developmental Reading Assessment and Evaluación del Desarrollo de la Lectura: A Validation Study. Research paper published by Pearson Learning Group, Parsippany, NJ.