Putting computerized instruction to the test: A randomized evaluation of a "scientifically based" reading program

Cecilia Elena Rouse, Alan B. Krueger

Research output: Contribution to journalArticle

108 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)323-338
Number of pages16
JournalEconomics of Education Review
Volume23
Issue number4
DOIs
StatePublished - Aug 2004

All Science Journal Classification (ASJC) codes

  • Education
  • Economics and Econometrics

Keywords

  • Computers
  • Fast ForWord
  • Language and reading
  • Random assignment
  • Scientifically based research

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