TY - JOUR
T1 - Putting computerized instruction to the test
T2 - A randomized evaluation of a "scientifically based" reading program
AU - Rouse, Cecilia Elena
AU - Krueger, Alan B.
N1 - Funding Information:
We thank Jean Grossman, Rel Lavizzo-Mourey, and Rebecca Maynard for helpful suggestions, and the many dedicated principals, teachers and staff of the school district who implemented the Fast ForWord programs, provided data, and answered endless questions. We also thank Corinne Dretto, Sandy Ford, Saundra Hayward, Kathleen Hocker, and Steve Miller of the Scientific Learning Corporation for providing much insight into the program and answering many questions. We are also grateful to Maureen Bryne, Elizabeth Hester, Angela Oberhelman, Annabel Perez, and Kristen Russo who helped us to choose and administer the language test, and to Radha Iyengar and Alice Savage for expert research assistance. Finally, we thank the Smith Richardson Foundation and the Education Research Section at Princeton University for financial support. All views and any errors are ours alone.
PY - 2004/8
Y1 - 2004/8
N2 - Although 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 on students having difficulty learning to read 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 readings skills.
AB - Although 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 on students having difficulty learning to read 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 readings skills.
KW - Computers
KW - Fast ForWord
KW - Language and reading
KW - Random assignment
KW - Scientifically based research
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U2 - 10.1016/j.econedurev.2003.10.005
DO - 10.1016/j.econedurev.2003.10.005
M3 - Article
AN - SCOPUS:2542546550
SN - 0272-7757
VL - 23
SP - 323
EP - 338
JO - Economics of Education Review
JF - Economics of Education Review
IS - 4
ER -