Impact of Reading Eggs on Reading Skills: A TaRL-Based Study of Age and Gender Dynamics
DOI:
https://doi.org/10.51454/jet.v6i1.478Keywords:
Reading Eggs, reading skills, ESL learners, TaRL approach, age differences, gender differences, digital literacy toolsAbstract
This study examines the impact of the Reading Eggs application on developing reading skills among young ESL (English as a Second Language) learners, focusing on age and gender differences within the Teaching at the Right Level (TaRL) framework. A quantitative pre-test/post-test design was employed to assess changes in reading skills following a two-week intervention using Reading Eggs. The participants included 28 primary school students grouped by age and gender to explore demographic effects. A two-way ANOVA was conducted to evaluate the influence of age, gender, and their interaction on reading skills. While the results showed no statistically significant effects, a large effect size for age suggests a potential influence constrained by the limited sample size. Gender and the interaction of age and gender demonstrated negligible effects. Data analysis included two-way ANOVA, hierarchical regression, and Structural Equation Modeling to uncover nuanced relationships between age, gender, and program effectiveness. The findings revealed no statistically significant effects, although a large effect size for age suggests a potential impact limited by the small sample size. Gender and the interaction of age and gender demonstrated negligible effects.
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