An Examination of the Relationship between Students' Use of the Fast ForWord Reading Program and Their Performance on Standardized Assessments in Elementary Schools.
Notice bibliographique
Résumé
The purpose of this study was to compare the academic achievement of students through the use of standardized testing to examine the relationship of participation in a computer-based phonics instructional system called Fast ForWord®. The sample included students enrolled in the fifth and sixth grades at four elementary schools in the Grainger County, Tennessee, school system. The comparison group consisted of same-grade peers at the four elementary schools in Grainger County who were not enrolled in the Fast ForWord® program. Students' scores were compared using the 2003 Terra Nova standardized assessment test and using their 2001 and 2002 test scores as a control. Comparisons were made using the reading, language, math, science, and social studies subsections of the Terra Nova. Differences between students who received Fast ForWord® and students who did not receive Fast ForWord® were analyzed. The study examined the variables of gender, school enrollment, socioeconomic status, time of intervention, and ability grouping. These variables were examined with analysis of covariance to determine differences. When differences did exist between groups, posthoc tests were used to determine specific differences between groups. The findings indicated that there were measurable differences in the performance of students who received Fast ForWord® compared to students who did not receive Fast ForWord®. Significant differences were found in reading and language subsections of the Terra Nova test for students who had participated in the Fast ForWord® reading program. The findings from the examination of other variables indicated that gender as well as gender x the intervention (Fast ForWord®) interaction were the same for females and males in their performance on the Terra Nova. The findings from the variable socioeconomic status were determined using system data for free/reduced or paid meals. The study determined that socioeconomic status did not significantly affect scores of students including the socioeconomic status x the intervention interaction. The study did determine differences in students' performance among schools attended. The study found some differences for intervention administration times and among ability groups. Posthoc tests were performed to determine which groups were different.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».