Putting Computerized Instruction to the Test: A Randomized Evaluation of a "Scientifically-based" Reading Program
AbstractAlthough schools across the country are investing heavily in computers in the classroom, there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program, known as Fast ForWord, which is designed to improve language and reading skills. We assess the impact of the program using four different measures of language and reading ability. Our estimates suggest that while use of the computer program may improve some aspects of students' language skills, it does not appear that these gains translate into a broader measure of language acquisition or into actual reading skills.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 10315.
Date of creation: Feb 2004
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Publication status: published as Rouse, Cecilia Elena and Alan B. Krueger. "Putting Computerized Instruction To The Test: A Randomized Evaluation Of A 'scientifically Based' Reading Program," Economics of Education Review, 2004, v23(4,Aug), 323-338.
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- Rouse, Cecilia Elena & Krueger, Alan B., 2004. "Putting computerized instruction to the test: a randomized evaluation of a "scientifically based" reading program," Economics of Education Review, Elsevier, vol. 23(4), pages 323-338, August.
- I2 - Health, Education, and Welfare - - Education
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