Investigating the Effectiveness of an Integrated Learning System on

Early Emergent Readers

Tiffany Reynolds
Article Critique #2
FRIT 7237: Evaluation of Educational Needs and Programs
October 11, 2015

Investigating the Effectiveness of an Integrated Learning System on Early Emergent

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Paterson, W. H. (2003). Investigating the effectiveness of an integrated learning
system on early emergent readers. Reading Research Quarterly, 172207.

In 1997, over US$50 million in U.S. federal funding from the Title III
Technology and Literacy grant program were allocated to school districts in
New York state, over one fourth of the entire federal budget for this program
(Paterson, 2003, p. 172). According to the article, one of the largest school
district in New York dedicated $3 million dollars of their funds to improving
the literacy rates in kindergarten and first grade children. Buffalo State
College decided to do a study evaluating the Integrated Learning System
programs that the $3 Million dollars were geared towards in the rural and
suburban areas in western New York. In Investigating the Effectiveness of an
Integrated Learning System on Early Emergent Readers, the authors
evaluated whether the use of Integrated Learning System is more effective
than teacher facilitated literacy instruction and whether the price was
supported the benefits of the program usage aligned with the price.
In order to determine if Integrated Learning Systems are beneficial to
students in schools today, the article began by giving a brief history of
Integrated Learning Systems which originally emerged in the late 1970s and
1980s. It begin with less than 12 vendors and at a time where computer
knowledge was not that great. In comparison, now students are
technologically advanced, but academically struggling. Many schools feel
that their only recourse was computer based Integrated Learning Systems to

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help to close the achievement gap and engage students more in their
learning. A popular ILS was created by Waterford Institute. The article states,
. . . stated in its promotional materials a quote from the Carnegie Report of
1996 that "teachers are not in a position to make the best judgments about a
particular child's skills and what he or she may need to work on or
experience next to keep on track (Paterson, 2003, p. 176). Using this
ideology Waterford Institute convinced school officials to rely on the system
as opposed to the educators. Their premise was that best practices are not
beneficial to students who are illiterate. With the use of a comprehensive ILS,
students are able to receive feedback and progress at their own rate with
just using the program for fifteen minutes a day.
To complete this study, the following was chosen, of the possible 25
kindergartens and 2 first grades that implemented the program, we chose a
manageable number of sites, 8 classrooms, 7 kindergartens, and 1 first
grade. We then chose 8 non-Waterford classrooms, 7 kindergartens, and 1
first grade, for a total of 16 classrooms (Paterson, 2003, p. 186). One thing
that was noted was that students were eagered to use the computers from
the Waterford program. s. In one high-directive, low-facilitative classroom,
the observer noted that the Waterford center "was the most exciting thing
going on in the classroom that day (Paterson, 2003, p. 194). In the study,
evaluators were not able to distinctly report that students with Waterfords
ILS were able to learn more that students that do not use the program. The

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authors go further by saying, . . . only the classroom variables directly

relating to teachers, as opposed to the Waterford program, produced notable
differences in achievement for kindergarten and first-grade students at the
end of one year of instruction (Paterson, 2003, p. 201). The results found
that the Waterford program has benefits that are useful for student
achievement, but only when used in combination with direct instruction and
further inquiry from a teacher.
The biggest strength of the article is that it was extremely detailed.
The evaluators included one of the participating teachers opinions and
reactions on using the program. As a teacher as well, I immediately feel that
I can relate to the participants. The article was also very transparent. In one
portion of the findings, the author wrote that they were unable to identify
what other types on computed based programs the students were using
because the evaluator did not take good notes. As a reader, this makes me
feel that the results are more reliable. Although it sounds bad to state that an
evaluator did not take proper notes, I at least know that they did not try to
fluff the information one way or another. The article was also very balanced.
It stated the good and bad of both participating groups instead of only
focusing on the negatives. One major weakness that I noticed was that there
needs to be better selection practices for the evaluators. If the evaluators
are not competent in what they are supposed to be doing it affects the
results. Although I liked the authors authenticity regarding the matter, I still

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wanted to know what other types of programs outside of ISLs the students
and teachers found engaging. Another weakness for me was the length of
the article, the authors did not do a good job in weeding out insignificant
information. The length of the article makes a busy teacher or administrator
reluctant to read it.
I believe that this article gives insight to ILS that is not often looked at
by administrators and school district personnel. Over the past two years, I
have sat in more than one professional development where representative
from ISL presented their program to the staff. Just like Waterford, they
expressed how their program can identify students needed areas of focused
and improve their overall achievement with a certain amount of usage per
day. I have not heard any of these representatives discuss the added benefit
of having a teacher involved as a facilitator and building on the skills in a
more complexed manner in the actual classroom. It is primarily focused on
what this program can do. In my three years in my district, we have had
literacy based ISL called System 44 and Read 180 where the teacher acts as
a monitor for the students on the program. In math, we spent over $10
thousand toward an ISL by the name of Aleks only to get rid of the program
the next year. Now, we have an ISL called Edgenuity that included are
subject areas. I make reference to the ISL initiatives in my school district to
point out that too many districts are wasting time and a lot of money
focusing on the ISL only approach. They want a quick fix.

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However, I think that the money should be directed towards improving

the best practices of teachers. ISLs are a great addition to good teaching, but
they do not take the place of good instruction. Learning is not always about
engagement. I believe its also about relationships and that is an aspect that
ISL cannot add. In addition, computer based activities and programs are not
always appropriate. Theres a time for computers, but there is often times for
old fashion pen to the paper learning. Teacher and administrators need to
find that happy medium. I appreciate the evaluation that was given in the
article. Reading this article caused me to be more reflective about the
activities and teaching practices I exhibit in my classroom.