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The Effects of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two

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A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants' reading and spelling achievement. After attrition, participants included 170 students enrolled in eight second-grade classrooms (four classrooms in each school) in two public elementary schools in the southwestern United States. MANCOVA analyses revealed a significant main effect (λ =.668, F [5, 161] = 16.014, p < 0.001, multivariate η2 = 0.332) of the intervention favoring treatment group participants, a result that was confirmed across three of the study's five dependent variables.
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Document Type: Research Article

Affiliations: 1: Disability and Psychoeducational Studies, College of Education, University of Arizona, Tucson, Arizona 2: Rooted Nomad, LLC, Granite Shoals, Texas

Publication date: July 3, 2016

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