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We have two supporting research studies for RoboKind Phonics.
Summary of Research Supporting the Effectiveness of Ludus Reading
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➡️ (Link to the Full Study) - Ludus Reading is The Earliest Version of RoboKind Phonics
Ludus is a Latin word that means Play. The program includes research supported practices, play-based learning centers, and multisensory input strategies. The study used an embedded qualitative, historical, explanatory, case study design with a dominant quantitative, quasi-experimental pre-post, longitudinal, retrospective design. The purpose of the study was to determine the effectiveness of Ludus Reading -- a new reading program -- in terms of kindergarten students’ reading perceptions and performance between the control and experimental group addressing the problem of illiteracy and aliteracy. Study participants included 73 kindergarten students. The results of the study were statistically significant (alpha = .05). The null hypothesis H1 was rejected (F (1,70)=15.01, p <. 001). Consequently, the experimental group had higher means on KDRA2 (M=9.25, SD=5.11) than the control group (M=5.07, SD=4.25). The null hypothesis H2 was rejected (F (1,69)=6268.69, Wilks Lambda=0.68, p<.001). Therefore, the experimental group had higher means on KDIBELS NWF-CLS (M=53.31, SD=21.51) than the control group (M=32.20, SD=18.99). The sub-null hypotheses were retained, signifying that moderating factors, gender and speech language services, did not influence the students’ reading performance. Qualitative data from learning profiles were explored, and emerging themes indicated that the experimental group enjoyed reading more than the control group because students from the experimental group used more descriptive emotion words to describe reading, and expressed a higher intensity level of enjoyment.
Summary of Research Study Supporting The Effectiveness of RoboKind™ Phonics
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(The Research Study will be published in May internationally in the book “Technology for Learning”)
➡️ Here is the Link to the Full Research Study
The research study aimed to examine the influence of RoboKind™ Phonics on first-grade students' phonics skills and attitudes toward reading. Over four weeks, eleven 30-minutes lessons were implemented, one-on-one with five students who were identified by the classroom teacher as needing intensive phonics instruction. A quasi-experimental pre-post design was used to examine three research questions comparing the differences between pre-and post-scores when using RoboKind™ Phonics in terms of the Dynamic Indicators of Basic Early Literacy Skills (DIBELSⓇ) Correct Letter Sound (CLS), DIBELSⓇ Whole Words Read (WWR), and Elementary Reading Attitude Survey [ERAS] scores between the group receiving RoboKind™ Phonics instruction and the control group.
The results of the study were statistically significant (alpha = .05). The null hypothesis H1 was rejected (F (1,7)= 6.93, p = 0.034). Consequently, the experimental group had higher means on DIBELSⓇ CLS (M=31) than the control group (M=46). Students who received RoboKind™ Phonics were able to identify fifteen more correct letter sounds in a minute than the group of students who did not receive the intervention.
The null hypothesis H2 was rejected (F (1, 7)= 78397, p<.001). Therefore, the experimental group had higher means on DIBELSⓇ WWR (M=15) than the control group (M=2). After four weeks students in the control group increased from being able to read one Consonant-Vowel-Consonant (CVC) in a minute to being able to read two CVC words in a minute. The students (in the beginning of first grade) who received RoboKind™ Phonics, after four-weeks, increased from being able to read one CVC word in a minute to being able to read fifteen CVC words in a minute, which is the goal for the end of second grade.
The null hypothesis H3 was rejected (F (1,7)= 45.64, p < 0.001). Consequently, the experimental group had higher means on ERAS (M=73, 84thpercentile) than the control group (M=58, 40th percentile). The Elementary Reading Attitude Survey (ERAS) is a reading attitude survey that includes pictures for students to self-report their feelings towards reading. The students in the experimental group reported higher levels of engagement within the 84th percentile of peers across the nation, and the control group scored within the 40th percentile of the nation. The students who used who received RoboKind™ Phonics demonstrated higher levels of enjoyment when learning.
The null hypotheses for Research Questions 1-3 were rejected. The results supported the use of RoboKind™ Phonics to teach phonics because the experimental group demonstrated a statistically significant increase in their ability to decode and a positive attitude toward reading.
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Key Components of RoboKind Phonics
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