Lyrics2Learn: Teaching Fluency through Music and Technology
Since 1992, our nation’s report card (NAEP) has indicated minimal improvement in reading. One of every three fourth grade students cannot read or understand text at a basic proficient level. At the same time, reading curricula publishers have approached reading improvement in similar ways....
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2018-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/8/3/91 |
| _version_ | 1811278016516456448 |
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| author | Carrie Germeroth Becky Kelleman Jeremy Spartz |
| author_facet | Carrie Germeroth Becky Kelleman Jeremy Spartz |
| author_sort | Carrie Germeroth |
| collection | DOAJ |
| description | Since 1992, our nation’s report card (NAEP) has indicated minimal improvement in reading. One of every three fourth grade students cannot read or understand text at a basic proficient level. At the same time, reading curricula publishers have approached reading improvement in similar ways. Recent advancements in technology allow educators to reconsider how to personalize learning and individualize the pace of instruction to address reading disparities. The current study examines the implementation of a new technology application for reading, Lyrics2Learn (L2L). L2L was used over one school year by 463 students, kindergarten to third grade across nine schools in a large urban school district. Achievement data was collected from L2L students and a matched sample of students not using L2L. L2L teachers also provided perception data via an online survey. L2L program analytics were collected to document usage and implementation fidelity. At the end of one year of implementation, L2L students did not significantly differ from non-L2L students on achievement measures. Very few teachers implemented L2L with fidelity, however they reported that it was easy to use and supported differentiation of instruction. The current study has implications for how technology can support individualized reading interventions and classroom innovation. |
| first_indexed | 2024-04-13T00:27:10Z |
| format | Article |
| id | doaj.art-ce55296438f448e080c4471facc6b780 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-13T00:27:10Z |
| publishDate | 2018-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-ce55296438f448e080c4471facc6b7802022-12-22T03:10:35ZengMDPI AGEducation Sciences2227-71022018-06-01839110.3390/educsci8030091educsci8030091Lyrics2Learn: Teaching Fluency through Music and TechnologyCarrie Germeroth0Becky Kelleman1Jeremy Spartz2Marzano Research, Denver, CO 80111, USAMorgridge College of Education, University of Denver, Denver, CO 80208, USALyrics2Learn, Colorado Springs, CO, USASince 1992, our nation’s report card (NAEP) has indicated minimal improvement in reading. One of every three fourth grade students cannot read or understand text at a basic proficient level. At the same time, reading curricula publishers have approached reading improvement in similar ways. Recent advancements in technology allow educators to reconsider how to personalize learning and individualize the pace of instruction to address reading disparities. The current study examines the implementation of a new technology application for reading, Lyrics2Learn (L2L). L2L was used over one school year by 463 students, kindergarten to third grade across nine schools in a large urban school district. Achievement data was collected from L2L students and a matched sample of students not using L2L. L2L teachers also provided perception data via an online survey. L2L program analytics were collected to document usage and implementation fidelity. At the end of one year of implementation, L2L students did not significantly differ from non-L2L students on achievement measures. Very few teachers implemented L2L with fidelity, however they reported that it was easy to use and supported differentiation of instruction. The current study has implications for how technology can support individualized reading interventions and classroom innovation.http://www.mdpi.com/2227-7102/8/3/91reading comprehensionreading fluencyearly literacytechnology |
| spellingShingle | Carrie Germeroth Becky Kelleman Jeremy Spartz Lyrics2Learn: Teaching Fluency through Music and Technology Education Sciences reading comprehension reading fluency early literacy technology |
| title | Lyrics2Learn: Teaching Fluency through Music and Technology |
| title_full | Lyrics2Learn: Teaching Fluency through Music and Technology |
| title_fullStr | Lyrics2Learn: Teaching Fluency through Music and Technology |
| title_full_unstemmed | Lyrics2Learn: Teaching Fluency through Music and Technology |
| title_short | Lyrics2Learn: Teaching Fluency through Music and Technology |
| title_sort | lyrics2learn teaching fluency through music and technology |
| topic | reading comprehension reading fluency early literacy technology |
| url | http://www.mdpi.com/2227-7102/8/3/91 |
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