ERIC Number: ED334032
Record Type: Non-Journal
Publication Date: 1990-Oct-24
Reference Count: N/A
Implementation of the Writing To Read Program in 13 Rural Elementary Schools in Southern West Virginia: A Two-Year Evaluation. Final Report.
Childers, Robert D.
During the 1988-89 school year, 55 Writing to Read (WTR) labs were installed in Kentucky, Virginia, and West Virginia elementary schools, as the result of a partnership between the Appalachian Regional Commission and the IBM Corporation. This report evaluates the WTR program implemented in 13 southern West Virginia rural schools with poor, declining populations. WTR is a computer-based instructional system designed to develop the writing and reading skills of kindergarten and first-grade students. Evaluation consisted of a standardized writing sample and spelling test, as well as teacher questionnaires. Thirteen comparable elementary schools from the same school districts served as comparisons. At both the kindergarten and first-grade levels, WTR students did significantly better than comparison groups on the writing sample, and scored higher on the spelling test. The fear that the WTR program's use of phonemic spelling might have a negative effect on students' spelling skills seems unwarranted. Although both WTR and comparison teachers liked their own reading programs and judged them to be effective, more WTR teachers than comparisons thought their students were reading and writing better than those in previous classes, and reported positive feedback from parents. Administrators reported positive attitudes and felt that the program also improved school relationships with parents and community. Contributing to the program's success were ongoing inservice training and an active support system for teachers. Appendices contain the teacher questionnaire and procedures for collecting student writing samples. (SV)
Descriptors: Computer Assisted Instruction, Grade 1, Instructional Effectiveness, Kindergarten, Primary Education, Program Effectiveness, Program Evaluation, Reading Instruction, Reading Writing Relationship, Rural Education, Rural Schools, Student Improvement, Teacher Attitudes, Writing Instruction
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Sponsor: Appalachian Regional Commission, Harrisburg, PA.
Authoring Institution: Appalachia Educational Lab., Charleston, WV.
Identifiers - Location: West Virginia
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/64089
IES Cited: ED499236