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ERIC Number: ED365980
Record Type: Non-Journal
Publication Date: 1993
Pages: 14
Abstractor: N/A
Reference Count: N/A
Writing to Read: Computer-Assisted Instruction and Reading Achievement.
Jones, Zipporah
A study investigated whether statistically significant differences in reading achievement developed after an exposure to the Writing to Read (WTR) program. Subjects were 15 third-grade students from a 100% minority population elementary school on Chicago's west side who were exposed to the Writing to Read program and 15 students from the same school who were not exposed to the program. Subjects' reading scores of the Iowa Tests of Basic Skills were used as pre- and posttests. Results indicated: (1) no statistical differences existed between the groups at the beginning or at the end of the treatment period; and (2) although differences in reading scores were not statistically significant at the 0.05 level, the WTR program group had a greater mean gain than the control group's mean gain. (Contains 1 table of data and 19 references.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills