Category Archives: online games

It’s here! It’s clear! U Can Connect works!

kids on computers

 Reading Study at The Boys and Girls Club in Murray, Utah

 U CAN LEARN in conjunction with The Murray City Boys and Girls Club of South Valley conducted a reading study during after-school hours to access the effectiveness of the online reading program, U CAN CONNECT, (www.ucanconnect.org) and the feasibility of putting it in their club as a permanent training program. Sixteen children were tested using standardized measures, focusing on auditory and visual processing skills, rapid word naming, visual tracking and reading and spelling skills.

The children were divided into 2 groups: “trainees” and “control.” Ten trainees finished 28 days of the program, a half hour a day, in the computer lab with one to two teacher aides present to monitor the children. No other instruction was provided outside of playing the 12 U CAN CONNECT games.

Fourteen of the children were tested again. (2 children moved from the area) The control group now has begun their training.

The results for the before and after testing are described below.

Testing and Results:

TAPS-3 The Test of Auditory Processing Skills-3 was administered in part to assess a student’s auditory processing ability in 3 areas. Auditory processing is the brain’s ability to decipher and catalogue information sent to it by the ear and is very important in reading and spelling since children need to ‘hear’ what sounds constitute a word and then remember what order they heard them in. It is also important in listening to auditory instructions, and in tracking details of a conversation.

U CAN CONNECT has 3 auditory training games but none that specifically training recalling sentences.

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Although the control group also made some improvement on recalling numbers and words, they made no improvement on repeating sentences. When we view the overall standard scores (85-115 is the average range) we see that the trainee group moved into the average range overall while the control group stayed in the poor to low average range.

The Test of Visual-Perceptual Skills-R was given in part to assess Visual Perceptual skills.  Visual Perception, according to the literature, does not measure eyesight but measures instead what the subject does with what he sees.  In a broad sense, it is the brain’s ability to understand and make sense of what the eyes ‘send it’.

Visual processing is a very important factor in reading and spelling since words need to be quickly recognized as being same or different, words need to be visually recalled so that they do not need to be sounded out each time and words need to be quickly processed in order to be read fluently.

6 games on U CAN CONNECT focus on increasing visual processing skills.

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Pre and post testing, change in points from the first standard score to the second score

Visual Discrimination:   Trainees increased 30 points, control increased 1 point

Visual Memory:   Trainees increased 12 points, control increased 0

Visual Spatial Relations:   Trainees increased 24 points, control increased 3 points

This test showed a very significant gap between the children who trained and those that did not. The trainees moved form their pretesting scores of the poor and below average ranges to the average to above average ranges, while the control group, either made little improvement or went backward on the post testing.

The Kaufman Test of Educational Achievement II was administered to ascertain academic success in three areas, 2 in reading and 1 in spelling. Decoding real words, decoding nonsense words and spelling are all important variables in being a proficient reader. Form A was administered in pretesting and Form B was used on reassessment so the children were not reading or spelling the same words during the test.

One game in U CAN CONNECT focuses on spelling and one game focuses on decoding real words. None of the games addresses reading nonsense words.

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Pre and post testing, change in points from the first standard score to the second score

Decoding real words:   Trainees increased 19 SS  points, control decreased 11 SS point

Spelling:   Trainees increased 23 SS points, control decreased 15 SS points

Decoding nonsense words:   Trainees increased 56 SS points, control decreased 20 SS points

 Once again, this testing showed a very big difference in the children who trained for 28 days and those that got no specific training. It should be noted that nonsense word decoding, although not trained in any of the 12 games on U CAN CONNECT, made the biggest jump in post testing. We believe it is due to better attention to task, better visual processing skills and better auditory phonemic awareness.

The Test of Verbal Conceptualization and Fluency was given in part to assess quick visual sequencing abilities. On the Trails C, a child needs to quickly connect numbers 1-21, to demonstrate visual processing and visual sequencing speed.  Slow visual tracking means that a student would have a difficult time in looking at visual material and trying to do things quickly, affecting all school work but in particular reading and test taking.

On this testing, the lower the score the better, meaning the student connected the 21 numbers in a faster time.

Two games in U CAN CONNECT work on this skill.

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Pre and post testing, change in seconds from the first score to the second score

 

Trails C:   Trainees decreased 44 seconds, control increased 4 seconds

Trainees moved in to the average to high average range while control students remained in the below average range.

The RAN/RAS Tests (Rapid Automatic Naming/Rapid Alternating Stimulus Tests) was administered to assess the student’s ability to name letters, numbers, objects and colors as fast as possible. Problems in Rapid Automatic Naming have a direct correlation to reading fluency and children with slow rapid naming skills are often slow readers affecting reading comprehension, fluency and interest in focusing on a story.

No games in U CAN CONNECT work on this task but many of the games require quick visual identification of words or chunks of words.

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Pre and post testing, change in standard scores from the first score to the second score

 

Averaged SS on all subtests:  Trainees decreased 50 points, control increased 6 points

The trainees moved into the average range for rapid automatic naming while the control group stayed in the below average range overall.

The GORT-5 (Gray Oral Reading Test-fifth edition) was used to assess reading fluency, accuracy and comprehension. The student was asked to read increasing harder paragraphs while they were timed on speed, marked on word accuracy and then asked 5 questions for comprehension. Form A was used in pretesting and Form B was used in post testing so the students were not familiar with the paragraphs.

No games in U CAN CONNECT have the student practicing this skill.

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Pre and post testing, change in overall standard scores from the first to the second score

 

Averaged SS on all subtests:  Trainees increased 34 SS points, control increased 4 SS points

When the areas of rate, accuracy and comprehension were assigned standard scores, and then the overall test standard score was found, we see that the trainee group made a big jump in their scores vs. the control group that showed very little change in their overall standard scores.

We feel the exciting aspect of this score in particular, is that although the games do not specifically practice the skill of reading paragraphs and answering questions, because of the other auditory and visual processing skills trained in the U CAN CONNECT program, the results prove that overall reading skills improve as well.

Only 28 days of training (approximately two months) demonstrated these positive results, therefore what would more training do for each child?

For more information, go to  www.ucanconnect.org and play the free trials!

 

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© Can Stock Photo Inc. / michaeljung

 

iTouch = I touch everything

finger

We all make decisions in different ways. Some people act on impulse and buy the blender that can chop up a rake handle while others think, “why in the heck do I need something that blends gardening tools?” Online shopping is huge but more often than not, when I shop for clothes, I have to actually touch each item, something I get picked on for. “No, I’m not petting the shirt.  I just need to make sure that it will feel like PJ’s in the middle of the afternoon and not annoy me.”

The same goes for learning new things – we all have a learning style. Finally, in education there is a strong emphasis on individualized learning! No more “one book fits all.”  With online programs, mobile equipment and newer and better learning products, I for one am celebrating.

And this personalized learning does not represent a new way of thinking, because we have always known this was the right thing to do for students. It does represent a new way of teaching. With today’s technology and quality digital content, the personalization of student learning is at the touch of a finger – my favorite way to shop.

You can find great programs by “Googling” key words or phrases. Try these:

“reading programs for kids, reading strategies, educational games, online games for kids, kids reading games, ucanconnect, or visual learning games.”

Learning is just one touch away.

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© Can Stock Photo Inc. / robbiverte

Increasing vocabulary; leading the “blind” to sight words

Words

At age 7, Helen Keller, completely shut off from her world through the tyrant twins of deafness and blindness, recognized the word, “water” being finger-spelled in one hand while cool water flowed over the other hand. She made astounding progress, a mere 5 years later publishing her first magazine article and then in another 5 years, entering Radcliffe College. In her lifetime, she wrote 14 books and hundreds of magazine articles.

The children we teach in no way start out as sensory deprived as Helen Keller, but we do know that a child’s mind is only limited by the concepts he has names for.

Research has proven over and over again – vocabulary acquisition is one of the most important tools in expanding a child’s interaction with the world.

We know these things:

Vocabulary knowledge in kindergarten and first grade is a significant predictor of reading comprehension in middle and high school

Vocabulary strongly influences a teacher’s judgment of a student’s competency

Lack of sound vocabulary skills is a critical factor in school failure

It is estimated that a first grader needs to have 1,000 words in their reading vocabulary, which then soars to 10,000 for a third grader and 40,000 by the time a student is in twelfth grade.  That is an increase of 3,000 words per grade.  Studies show that disadvantaged children and poor readers acquire less than half of the vocabulary of their successful peers.

So many words, so little time!  hourglassWhat to do?

Have your child involved in learning programs that teach the sight words and the most frequently occurring words in print. The child should receive multiple exposures to the word by both seeing it and hearing it. Choose engaging reading games that not only build on sight word vocabulary but that also teach spelling, visual processing skills and other learning tools centered around good reading techniques.

U CAN CONNECT was designed with those ideas in mind. Each level has 3000 sight words and hundreds of the most-frequently used words in written text. Highly engaging, these online games are fun reading games that that were specially engineered so that parents do not have to monitor their child during play. The KidsSafe Seal says this is a website a parent can trust.

Check out www.ucanconnect.org.

For a list of the first 4000 words that a child needs to learn, visit www.thefirst4000words.com.

Your child has 40,000 words to learn – if Helen Keller can do it, so can your child! Just get going.

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@ Can Stock Photo Inc. / photobee

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© Can Stock Photo Inc. / grgroup