New evidence on the effect of computerized individualized practice and instruction on language skills

Joris Ghysels; Carla Haelermans

doi:10.1111/jcal.12248

New evidence on the effect of computerized individualized practice and instruction on language skills

Joris Ghysels, Carla Haelermans^*

^*Corresponding author for this work

Teachers Academy

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

This paper provides new evidence on the effect of computerized individualized practice and instruction on language skills, more specifically on spelling. An individually randomized experiment among 7th grade students in the Netherlands is developed to study the effect of an adaptive digital homework tool on spelling performance. Using an instrumental variable approach to control for actual use of the digital tool, we show that there are small positive effects of practicing with an adaptive digital tool for spelling for 7th grade students. Effects are largest for low-performing students.

Original language	English
Pages (from-to)	440-449
Number of pages	10
Journal	Journal of Computer Assisted Learning
Volume	34
Issue number	4
DOIs	https://doi.org/10.1111/jcal.12248
Publication status	Published - Aug 2018

Keywords

computerized practice
individualization
language
randomized field experiment
secondary education
spelling
STRUGGLING READERS
PROGRAM

Access to Document

10.1111/jcal.12248Licence: CC BY-NC-ND

Cite this

@article{fd1f41ef8bb8458f9665725cf8e3434f,

title = "New evidence on the effect of computerized individualized practice and instruction on language skills",

abstract = "This paper provides new evidence on the effect of computerized individualized practice and instruction on language skills, more specifically on spelling. An individually randomized experiment among 7th grade students in the Netherlands is developed to study the effect of an adaptive digital homework tool on spelling performance. Using an instrumental variable approach to control for actual use of the digital tool, we show that there are small positive effects of practicing with an adaptive digital tool for spelling for 7th grade students. Effects are largest for low-performing students.",

keywords = "computerized practice, individualization, language, randomized field experiment, secondary education, spelling, STRUGGLING READERS, PROGRAM",

author = "Joris Ghysels and Carla Haelermans",

year = "2018",

month = aug,

doi = "10.1111/jcal.12248",

language = "English",

volume = "34",

pages = "440--449",

journal = "Journal of Computer Assisted Learning",

issn = "0266-4909",

publisher = "Wiley",

number = "4",

}

TY - JOUR

T1 - New evidence on the effect of computerized individualized practice and instruction on language skills

AU - Ghysels, Joris

AU - Haelermans, Carla

PY - 2018/8

Y1 - 2018/8

N2 - This paper provides new evidence on the effect of computerized individualized practice and instruction on language skills, more specifically on spelling. An individually randomized experiment among 7th grade students in the Netherlands is developed to study the effect of an adaptive digital homework tool on spelling performance. Using an instrumental variable approach to control for actual use of the digital tool, we show that there are small positive effects of practicing with an adaptive digital tool for spelling for 7th grade students. Effects are largest for low-performing students.

AB - This paper provides new evidence on the effect of computerized individualized practice and instruction on language skills, more specifically on spelling. An individually randomized experiment among 7th grade students in the Netherlands is developed to study the effect of an adaptive digital homework tool on spelling performance. Using an instrumental variable approach to control for actual use of the digital tool, we show that there are small positive effects of practicing with an adaptive digital tool for spelling for 7th grade students. Effects are largest for low-performing students.

KW - computerized practice

KW - individualization

KW - language

KW - randomized field experiment

KW - secondary education

KW - spelling

KW - STRUGGLING READERS

KW - PROGRAM

U2 - 10.1111/jcal.12248

DO - 10.1111/jcal.12248

M3 - Article

SN - 0266-4909

VL - 34

SP - 440

EP - 449

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

IS - 4

ER -