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Early Elementary Students
Improve DIBEL Scores with Phonics Software
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This independent research study using control and experimental groups was performed by Judy Peacock, Ed.S., Instructional Technology Specialist FDLRS/Westgate, Pensacola, FL in April-May 2007.
Download Full Case Study (PDF, 720 KB)
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Research Thesis |
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Students in kindergarten, 1st and 2nd grades at Brentwood Elementary School, Pensacola, FL participated in controlled and experimental groups to determine whether a phonics based instructional software would help students produce higher scores over traditional phonics instruction alone.
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Study Parameters |
The study took place over six weeks. Forty-three (43) youngsters in the experimental group used Simon S.I.O. in the computer lab 3 times a week for 10 to 20 minutes. The control group, (48 students) did not access the software. All students were administered the Test of Written Spelling, a norm referenced test as a pre- and post-test assessment along with the DIBELS Nonsense Word Fluency measurement.
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Based on DIBELS, 98% of students in the experimental group (using Simon S.I.O.) increased their phonics scores. Only 38% of the control group (non-software users) had higher scores. In addition, 50% of students who were initially identified in the high or moderate risk category in the experimental group moved to a low-risk category. Only 35% of students in the control group moved to low-risk.
Ted Hasselbring, Research Professor at Peabody College of Vanderbilt University, Department of Education said, “This study highlights the importance and power of giving students a way to develop high levels of fluency in the foundational skills of reading. We are only starting to understand how powerful technology-based differentiated instruction can be, especially for struggling learners.”
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