TY - JOUR
T1 - Leveraging technology
T2 - A multi-component personalized system of instruction to teach sight words
AU - Hammerschmidt-Snidarich, Stephanie M.
AU - Edwards, Lynn M.
AU - Christ, Theodore J.
AU - Thayer, Andrew J.
PY - 2019/2
Y1 - 2019/2
N2 - Technology-enabled personalized systems of instruction (PSI) could streamline resource-intensive instructional strategies, potentially easing their delivery and accelerating student learning. This study evaluated the effectiveness and efficiency of a PSI that incorporated adaptive assessment, incremental rehearsal, and peer-assisted learning to teach sight words. Participants in grades 1–3 were randomly assigned to either a control condition or treatment condition. In the treatment condition, participants engaged in the PSI in dyads, working at their instructional level with minimal adult supervision. Compared to the control condition, target learners engaging in the PSI acquired previously unknown sight words, then maintained and generalized the words 30 days post-intervention with a moderate main effect (β = 0.28). On average, participants rated the PSI as positive or very positive. The potential for PSIs to make instructional activities more efficient, effective, and individualized is discussed.
AB - Technology-enabled personalized systems of instruction (PSI) could streamline resource-intensive instructional strategies, potentially easing their delivery and accelerating student learning. This study evaluated the effectiveness and efficiency of a PSI that incorporated adaptive assessment, incremental rehearsal, and peer-assisted learning to teach sight words. Participants in grades 1–3 were randomly assigned to either a control condition or treatment condition. In the treatment condition, participants engaged in the PSI in dyads, working at their instructional level with minimal adult supervision. Compared to the control condition, target learners engaging in the PSI acquired previously unknown sight words, then maintained and generalized the words 30 days post-intervention with a moderate main effect (β = 0.28). On average, participants rated the PSI as positive or very positive. The potential for PSIs to make instructional activities more efficient, effective, and individualized is discussed.
KW - Computers and learning
KW - Incremental rehearsal
KW - Instructional technology
KW - Peer-assisted learning
KW - Personalized instruction
KW - Sight words
UR - http://www.scopus.com/inward/record.url?scp=85060911134&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85060911134&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2018.12.005
DO - 10.1016/j.jsp.2018.12.005
M3 - Article
C2 - 30819460
AN - SCOPUS:85060911134
SN - 0022-4405
VL - 72
SP - 150
EP - 171
JO - Journal of school psychology
JF - Journal of school psychology
ER -
