Comparing the Effectiveness of an iPad Intervention to an Analog Intervention
Location
CSU Ballroom
Start Date
2-4-2019 2:00 PM
End Date
2-4-2019 3:30 PM
Student's Major
Psychology
Student's College
Social and Behavioral Sciences
Mentor's Name
Shawna Petersen-Brown
Mentor's Department
Psychology
Mentor's College
Social and Behavioral Sciences
Description
Correct spelling of words has been shown to increase a student's academic success in reading and writing. Unfortunately, spelling is often neglected in schools. Therefore, it is important for researchers to identify effective interventions to improve elementary students' performance in spelling. One area that should be explored is the use of technology to deliver spelling interventions. For instance, tablets are increasingly incorporated into classrooms; however, few tablet applications are research-based. The purpose of this study is to investigate the effectiveness and acceptability of implementing a technology-based intervention (Spelling Star on an iPad) versus the traditional method of paper and pencil (cover-copy-compare; CCC). Spelling Star and CCC have similar instructional features: students are presented with a correctly spelled word, spell the word from memory, receive immediate feedback, and continue attempting as needed until they spell the word correctly. Third grade students struggling with spelling will participate in both interventions. Each students' cumulative acquisition of words on end of week spelling tests will be measured to identify the most effective method. It is hypothesized that the iPad intervention will be more effective and acceptable than the CCC intervention. Results of the study and their implications will be discussed.
Comparing the Effectiveness of an iPad Intervention to an Analog Intervention
CSU Ballroom
Correct spelling of words has been shown to increase a student's academic success in reading and writing. Unfortunately, spelling is often neglected in schools. Therefore, it is important for researchers to identify effective interventions to improve elementary students' performance in spelling. One area that should be explored is the use of technology to deliver spelling interventions. For instance, tablets are increasingly incorporated into classrooms; however, few tablet applications are research-based. The purpose of this study is to investigate the effectiveness and acceptability of implementing a technology-based intervention (Spelling Star on an iPad) versus the traditional method of paper and pencil (cover-copy-compare; CCC). Spelling Star and CCC have similar instructional features: students are presented with a correctly spelled word, spell the word from memory, receive immediate feedback, and continue attempting as needed until they spell the word correctly. Third grade students struggling with spelling will participate in both interventions. Each students' cumulative acquisition of words on end of week spelling tests will be measured to identify the most effective method. It is hypothesized that the iPad intervention will be more effective and acceptable than the CCC intervention. Results of the study and their implications will be discussed.
Recommended Citation
Marquette, Olivia. "Comparing the Effectiveness of an iPad Intervention to an Analog Intervention." Undergraduate Research Symposium, Mankato, MN, April 2, 2019.
https://cornerstone.lib.mnsu.edu/urs/2019/poster-session-B/18