Integrating online learning with classroom instruction

In our latest paper, READS Lab’s Ethan Scherer and Jimmy Kim analyze more than 10,000 students using the MORE web app that complements and reinforces grade-level vocabulary introduced during whole-group lessons. Students who engaged in activities for 60+ minutes per year improved on end-of-year standardized word recognition assessments.

The field debates whether “screens” are beneficial or harmful. But, based upon our results, we conclude that policymakers and practitioners need to be asking: Where does educational software excel and how can we better allocate instructional time across teacher-led and technology-supported activities to maximize learning?

Read the two-page research brief (PDF) · Read the full paper (PDF)