| Title: |
Using Roadmap-Formatted Curriculum in Elementary School to Improve NWEA Reading Growth |
| Language: |
English |
| Authors: |
Anne Jaksa; Carlos Lopez; Cathie Norris; Clark Rodeffer; Gus Simiao; Elliot Soloway; Alena Zachery-Ross |
| Source: |
Journal of Interactive Learning Research. 2024 35(4):451-466. |
| Availability: |
Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools |
| Descriptors: |
Elementary School Students; Reading Achievement; Grade 3; Grade 4; Grade 5; Achievement Gains; Instructional Effectiveness; Educational Technology; Interaction; Concept Mapping; Low Income Students; Teacher Attitudes; Language Arts; Curriculum |
| Geographic Terms: |
Michigan |
| ISSN: |
1093-023X |
| Abstract: |
The study investigates the impact of Roadmap-formatted curriculum on student reading growth in grades 3-5 in the Ypsilanti Community Schools (Ypsilanti, MI). Classrooms in grades 3-5 were divided into two groups: those using the Roadmap-formatted, commercially-provided curriculum and those using the same commercially-provided curriculum in traditional format (e.g., primarily paper-and-pencil format.) Results, measured via NWEA Reading Conditional Growth Percentiles (CGP), revealed a 9-percentage-point improvement in reading growth among students whose teachers who used Roadmaps-formatted curriculum with their students. These findings suggest that deeply-digital, interactive curriculum significantly enhance reading achievement, aligning with contemporary digital learning theories and addressing the needs of Generation Alpha learners. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Access URL: |
https://www.learntechlib.org/primary/p/225209/ |
| Accession Number: |
EJ1455675 |
| Database: |
ERIC |