MindPlay Virtual Reading Coach: MindPlay Fluency

Study: Serido & Wilhelm (2006)

Serido, J. & Wilhelm, M. S. (2006). The effects of My Reading Coach on reading achievement of elementary education students. Tucson, AZ: University of Arizona.
Descriptive Information Usage Acquisition and Cost Program Specifications and Requirements Training

MindPlay Virtual Reading Coach™ (MVRC™) is a technology-based reading solution that analyses each student’s strengths and weaknesses. It then builds a unique prescription plan for every one. The interactive mastery-based activities help students stay focused and accelerate their progress. Each student works toward 100% mastery at his or her own pace, receiving unlimited support along the way. This educational software solution is systematic, repetitive, and rule based. Learning through patterns helps students succeed. Virtual reading coaches and speech pathologists work directly with each student and provide immediate feedback to ensure understanding. Because the built-in placement test determines the student’s unique lesson plan, students only take lessons they really need and gaps close quickly. Once students see how their reading is improving because of MVRC, they become highly motivated. 

MindPlay Virtual Reading Coach is intended for use in grades K through high school. MindPlay Virtual Reading Coach is beneficial to students within a wide range of proficiency levels. MVRC is appropriate for Struggling Readers, English Language Learners, Teen and Adult Learners, and Accelerated Learners. The academic area of focus is reading (including phonological awareness, phonics/word study, comprehension, fluency, and spelling) and grammar.

Where to Obtain:
MindPlay®, Division of Methods and Solutions, Inc.
4400 E. Broadway Blvd. Suite 400 Tucson, AZ 85711
Phone #: 520-888-1800
Website: www.mindplay.com
 
Cost: The cost per student varies by implementation type but can be as low as $149 per student.

Implementations in most schools are by concurrent connection (the number of students who can use the program at the same time), not by the total number of students entered in to the program. There is a home-user product designed for families.  This is limited to one specific student for one year.  That is the only version available direct from MindPlay itself. Technical support is free within the active lifecycle of a product. Cost varies on implementation type. MindPlay develops the software and sales and independent representatives handle pricing. Price includes complete program software and teacher guide. The teacher guides offer a comprehensive description of the lessons and activities, and report details. MVRC™ also provides a poster of key lessons and teacher manual with over 300 blackline masters for Phonics, Grammar, and Comprehension

MindPlay Virtual Reading Coach is designed for use with individuals. Session length is 30 minutes, and it is recommended that 4-5 sessions are delivered per week for 10-20 weeks.

The program includes a highly specified teacher’s manual.

PC:

Minimum Requirements
OS: Windows XP
Memory: 1 GB RAM (512 MB RAM for XP)
Browser: Microsoft Internet Explorer 9, Mozilla Firefox 28, Google Chrome 33
Adobe Flash Player 13

Recommended
OS: Windows 7 (or newer)
Browser: Microsoft Internet Explorer 11 (or newer), Mozilla Firefox 32 (or newer), Google Chrome 37 (or newer)
Adobe Flash Player 15

Internet connection: Please see bandwidth requirements for further details

Mac:

Minimum Requirements
OS: Mac OS X 10.6 “Snow Leopard”
Processor: 1 Ghz Intel Processor
Memory: 1 GB RAM
Browser: Apple Safari 5.1.7, Mozilla Firefox 20, Google Chrome 33
Adobe Flash Player 13

Recommended
OS: Mac OS X 10.7.5 “Lion” (or newer)
Browser: Apple Safari 7.0.6 (or newer), Mozilla Firefox 32 (or newer), or Google Chrome 37 (or newer)
Adobe Flash Player version 15

Internet connection: Please see bandwidth requirements for further details

Android Tablet:

  • Currently only available for use with Phonics, FLRT, and RAPS 360
  • Should have latest firmware update installed
  • Tablet should have been purchased no earlier than 2011
  • Screen size: 9″ or larger
  • Supported browser: Google Chrome
  • Internet connection: Please see bandwidth requirements for further details

iPad:

  • Currently only available for use with Phonics, FLRT, and RAPS 360
  • Should have latest iOS version installed
  • iPad2 or later
  • Supported browser: Apple Safari
  • Internet connection: Please see bandwidth requirements for further details

Recommended Bandwidth* for MindPlay Virtual Reading Coach

  • 10 concurrent logins: 2.5 Mbps Download, 1.5 Mbps Upload
  • 30 concurrent logins: 8 Mbps Download, 1.5 Mbps Upload

*This is the amount of bandwidth available on the network connection when background network traffic is at its highest.

MindPlay requires instructors attend a minimum of a 2-hour training, which is designed to provide the site coordinator and targeted teachers with the skills to effectively implement and integrate the technology programs into the school’s existing curriculum. This includes using the management and reporting features of the programs. The training includes hands-on interaction with the software programs, strategies for using technology in the school effectively, report and data tracking, goal setting, and individual school needs.

Follow-up training is available per individual site as requested.

The training materials were not initially field tested; however, the materials have been used with thousands of teachers and students, and their feedback is the basis for revisions to the manual and program.

Educators may obtain professional and technical support through several methods, all of which are free of cost. These include an in-house technical support staff available by calling 800-221-7911 or through email. In addition, the Website offers downloadable updates, answers to frequently asked questions, and a support knowledge base.

The minimum qualifications of the instructor is paraprofessional, and the program does not assume that the instructor has expertise in any given area.

 

Participants: Unconvincing Evidence

Sample size: 300 students from 4 public schools in Arizona (2), Illinois (1), and Texas (1) (524 were pretested; 139 in the treatment group and 161 in the control group).

Risk Status: Students were classified as at-risk based on their pretest scores: those reading “below grade level” were considered “at-risk” while those scoring “at or above” grade level were considered “not at risk”.

Demographics:

  Program Control p of chi square
Number Percentage Number Percentage

Grade level

  Kindergarten

 

 

 

 

 

  Grade 1

12

50.0%

12

50.0%

.707

  Grade 2

47

47.5%

52

52.5%

.781

  Grade 3

58

43.9%

74

56.1%

.461

  Grade 4

22

48.9%

23

51.1%

.709

  Grade 5

 

 

 

 

 

  Grade 6

 

 

 

 

 

  Grade 7

 

 

 

 

 

  Grade 8

 

 

 

 

 

  Grade 9

 

 

 

 

 

  Grade 10

 

 

 

 

 

  Grade 11

 

 

 

 

 

  Grade 12

 

 

 

 

 

Mean Age

         

Race-ethnicity

  African-American

51

49.0%

53

51.0%

.264

  American Indian

3

37.5%

5

62.5%

.674

  Asian/Pacific Islander

6

33.3%

12

66.7%

.312

  Hispanic

48

40.7%

70

59.3%

.231

  White

9

56.2%

7

43.8%

.341

  Other

2

100.0%

0

00.0%

.115

Socioeconomic status

  Subsidized lunch

99

41.2%

141

58.8%

.001

  No subsidized lunch

21

77.8%

6

22.2%

.000

Disability status

  Speech-language impairments

 

 

 

 

 

  Learning disabilities

6

33.3%

10

67.3%

.359

  Behavior disorders

 

 

 

 

 

  Intellectual disabilities

 

 

 

 

 

  Other

1

50.0%

1

50.0%

.881

  Not identified with a disability

115

45.6%

137

54.4%

.262

ELL status

  English language learner

36

41.4%

51

58.8%

.271

  Not English language learner

103

48.4%

110

22.2%

.271

Gender

Female

73

51.0%

70

49.0%

.118

Male

66

42.0%

91

58.0%

.118

Training of InstructorsFour teachers received the training and administered the intervention: two were identified as reading specialists, one was a third grade classroom teacher, and the fourth was a teacher’s aide.

Design: Partially Convincing Evidence

Did the study use random assignment?: Yes.

If not, was it a tenable quasi-experiment?: Not applicable.

If the study used random assignment, at pretreatment, were the program and control groups not statistically significantly different and had a mean standardized difference that fell within 0.25 SD on measures used as covariates or on pretest measures also used as outcomes?: Yes.

If not, at pretreatment, were the program and control groups not statistically significantly different and had a mean standardized difference that fell within 0.25 SD on measures central to the study (i.e., pretest measures also used as outcomes), and outcomes were analyzed to adjust for pretreatment differences? Not applicable.

Were the program and control groups demographically comparable at pretreatment?: No.

Was there attrition bias1? Yes.

Did the unit of analysis match the unit for random assignment (for randomized studies) or the assignment strategy (for quasi-experiments)?: Yes.

1 NCII follows guidance from the What Works Clearinghouse (WWC) in determining attrition bias. The WWC model for determining bias based on a combination of differential and overall attrition rates can be found on pages 13-14 of this document: http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_procedures_v2_1_standards_handbook.pdf

 

Fidelity of Implementation: Unconvincing Evidence

Describe when and how fidelity of treatment information was obtained: Teachers involved in the pilot were required to send weekly reports containing program statistics captured via the software program to the researchers and local pilot coordinator. These reports contained information per student as far as time on task, daily usage, etc. In addition, the researcher or his assistant made regular site visits and logs were kept of the visitations. Finally, a MindPlay pilot coordinator made regular contact and visited the sites to monitor program fidelity. Logs were kept.

Provide documentation (i.e., in terms of numbers) of fidelity of treatment implementation:  On average, treatment students averaged 2.5 hours per week on the program, and 80% of the treatment students completed the prescribed number of lessons for their grade level.

Measures Targeted: Data Unavailable

Measures Broader: Convincing Evidence

Targeted Measure Score type and range of measure Reliability statistics Relevance to program instructional content

Not Applicable

 

 

 

 

Broader Measure Score type and range of measure Reliability statistics Relevance to program instructional content

Group Reading Assessment and Diagnostic Evaluation (GRADE)

Vocabulary skills
Comprehension skills
Total Reading Achievement

Percentile change score (post-test percentile score minus pre-test percentile score) for each of the three skills.

Internal reliability (alpha) = 0.93, 0.94, 0.96 respectively

Total reading achievement: Test/retest =  0.96

Assesses change in reading achievement on Reading First criteria

 

Number of Outcome Measures: 3 Reading

Mean ES - Targeted: Data Unavailable

Mean ES - Broader: 0.26*

Effect Size:

Targeted Measures

Construct Measure Effect Size
  Not Applicable  

 Broader Measures

Construct Measure Effect Size
Reading GRADE: Post-Test Vocabulary Percentile Score 0.31*
Reading GRADE: Post-Test in Comprehension Percentile Score 0.08
Reading GRADE: Post-Test in Total Reading Achievement Score 0.41**

 

Key
*      p ≤ 0.05
**    p ≤ 0.01
***  p ≤ 0.001
–      Developer was unable to provide necessary data for NCII to calculate effect sizes
u      Effect size is based on unadjusted means
†      Effect size based on unadjusted means not reported due to lack of pretest group equivalency, and effect size based on adjusted means is not available

 

Visual Analysis (Single Subject Design): N/A

Disaggregated Data for Demographic Subgroups: Yes

Targeted Measures

Construct Measure Effect Size
  Not Applicable  

 Broader Measures

Construct Measure Effect Size
Reading GRADE: Post-test Vocabulary Percentile Score – At-risk Students 0.20
Reading GRADE: Post-test in Comprehension Percentile Score – At-risk Students 0.29*
Reading GRADE: Post-test in Total Reading Achievement Percentile Score – At-risk Students 0.40**
Reading GRADE: Post-test Vocabulary Percentile Score – ELL Students 0.40
Reading GRADE: Post-test in Comprehension Percentile Score – ELL Students 0.24
Reading GRADE: Post-test in Total Reading Achievement Percentile Score – ELL Students 0.30

 

Key
*      p ≤ 0.05
**    p ≤ 0.01
***  p ≤ 0.001
–      Developer was unable to provide necessary data for NCII to calculate effect sizes
u      Effect size is based on unadjusted means
†      Effect size based on unadjusted means not reported due to lack of pretest group equivalency, and effect size based on adjusted means is not available

 

Disaggregated Data for <20th Percentile: No

Administration Group Size: Individual, Small Groups, (n=2-4)

Duration of Intervention: 30-60 minutes, 3-4 times a week, 14-24 weeks

Minimum Interventionist Requirements: Paraprofessional, 4-8 hours of training

Reviewed by WWC or E-ESSA: E-ESSA

What Works Clearinghouse Review

This program was not reviewed by What Works Clearinghouse.

 

Evidence for ESSA

None of the studies considered met Evidence for ESSA's inclusion requirements.

Other Research: Potentially Eligible for NCII Review: 0 studies