#  Integrating online learning with classroom instruction 

 



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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)](https://www.readslab.org/api/framework/core/pdf-file/fetch?id=d1557f38-9168-4b36-9b0f-70ccd766fe4d&version=46b2f633-37b9-4c48-b5ca-0f82519cae3f) · [Read the full paper (PDF)](https://edworkingpapers.com/sites/default/files/ai26-1590.pdf)



 

 

 See also:- [ Researcher ](/audience/researcher)
- [ School/District Leader ](/audience/schooldistrict-leader)
- [ Reading Instruction ](/focus-areas/reading-instruction)
- [ School Improvement & Redesign ](/focus-areas/school-improvement-and-redesign)
- [ Teacher Effectiveness ](/focus-areas/teacher-effectiveness)
- [ MORE (Model of Reading Engagement)/READS Lab ](/projects/more-model-reading-engagement)
- [ Research and Reports ](/resource-type/research-report)
- [ Working Papers ](/resource-type/working-papers)
- [ 2026 ](/year/2026)
- [ K12 ](/sector/k12)