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Matthew Effect in Reading The concept of the Matthew effect in reading was adopted by Keith Stanovich in 1986.1 The effect (named after the biblical parable in the Gospel of Matthew) describes the observation that learners who acquire reading skills early continue to accumulate reading ability transitioning from ‘learning to read’ to ‘reading to learn’. (This stems from the notion […]
Read moreA study of the critical success factors and effectiveness of teacher training The changing education landscape post-Covid The COVID pandemic and resultant school closures necessitated innovative alternatives to traditional methods of teaching and learning. One effect was the redefinition of the “classroom” to include learning spaces beyond physical boundaries. Another important innovation has been in the rethinking of teacher training […]
Read moreA grade-wise cross-sectional study of classroom engagement behavior with ReadToMe® About ReadToMe®: ReadToMe® is a multi-sensory AI reading and comprehension software. The design and deployment of ReadToMe® is guided by the principles of learning science: – Multi-sensory learning: Students learn better when they engage multiple senses.– Repeated exposure: Learning words multiple times improves retention. – Usage in own context: Students […]
Read moreOutcomes from a 300-school pilot Background ReadToMe® is a multi-sensory reading and comprehension software that helps enhance students’ reading skills and increases teacher effectiveness. The Mo School Abhiyan Parichalana Sangathan (MSA), a Government of Odisha Initiative under School & Mass Education Department, commissioned EnglishHelper to deploy ReadToMe® Solutions in Grade 9 in 30 Aspirational schools in Odisha. An impact assessment […]
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The role of contests as student nudges on ReadToMe Student Edition Background The COVID-19 pandemic highlighted the need to inculcate tech-enabled self-learning in students. ReadToMe®, a multi-sensory AI reading and comprehension platform, was introduced as an app to enable students to continue learning their textbooks and prescribed curriculum. As schools re-opened, ReadToMe Student Edition has evolved into a medium for […]
Read moreImpact Evaluation Of ReadToMe® Among Students in Mo Schools, Odisha Background ReadToMe® is a multi-sensory reading and comprehension software that helps enhance students’ reading skills and increases teacher effectiveness. The Mo School Abhiyan Parichalana Sangathan, a Government of Odisha Initiative under the School & Mass Education Department has commissioned EnglishHelper to deploy ReadToMe® Solutions in 30 schools for Grade 9. […]
Read moreBackground ReadToMe® is a multi-sensory reading and comprehension software that helps enhance students’ reading skills and increases teacher effectiveness. The Mo School Abhiyan Parichalana Sangathan, A Government of Odisha Initiative under the School & Mass Education Department has commissioned EnglishHelper to deploy ReadToMe® Solutions in 30 schools for Grade 9. As part of the project, assessments were conducted among the […]
Read moreBackground ReadToMe® is a multi-sensory Reading and Comprehension software which helps enhance student’s reading skills and increases teacher effectiveness. The Delhi Government has piloted ReadToMe® Solutions in two schools. As part of the project, assessments were conducted among the students of these schools as Baseline-Endline studies to measure the impact of ReadToMe® on the proficiency of students. The Baseline assessments […]
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The Importance of Mobile App-Driven Self-Learning The COVID-19 pandemic has illuminated the need to encourage self-driven mobile-assisted learning among students as much as (if not more than) teacher-centered learning. In light of this, the need to nudge students toward self-initiated, independent and out-of-the-classroom learning is becoming more and more evident1. Studies investigating the influence of gamified mobile learning apps indicate […]
Read moreTeachers’ use of ReadToMe® in School nudges Students toward Registering and Engagement with ReadToMe Student Edition Background School closures during the COVID-19 pandemic have ushered in the need for fostering independent study among students. Mobile or app-based learning has emerged as a useful tool in inculcating self-learning behavior. However, studies that aim to establish a correlation between smartphone usage and […]
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