Letterprins in het reguliere onderwijs: Een studie naar de effectiviteit van de lees-app Letterprins op de leesvaardigheid en leeshouding van kinderen uit het eerste leerjaar van het reguliere basisonderwijs
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2017-02-20
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en
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In this study, the effect of the reading app Letterprins on the reading ability and reading interest of children from the first year of primary school is investigated.
66 participants from several primary schools were tested thrice. Assuming a multiple baseline design of two groups, a Repeated Measures MANOVA is used. Eventually, 55 participants are taken into account for the analyses.
Not one single analysis showed an interaction effect, which was not expected from the multiple baseline design. On the other hand, the scores on most of the reading ability tests showed a main effect of time, such that for both groups a comparable trend on increase or decrease in scores was noticeable. Although it was expected from the Matthew-effect that the group participants with the highest initial scores on the tests progress better than the other group, not a single analysis showed that this progress was significantly better.
The results suggest that the main effect of time is caused by the repeated measure effect. If there was already an effect of Letterprins on the reading ability and reading interest, then this effect is not larger than the repeated measure effect. Since the repeated measure effect is not relatively large, one can question to what extent the tests represent the reading ability and reading interest.
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Faculteit der Letteren