Putting Computerized Instruction to the Test: A Randomized Evaluation of a "Scientifically-based" Reading Program

Cecilia Rouse, Alan Krueger and Lisa Markman
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Cecilia Rouse: Princeton University and NBER
Lisa Markman: Princeton University

Working Papers from Princeton University, School of Public and International Affairs, Education Research Section.

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 For Word, 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.

JEL-codes: I20 I21 (search for similar items in EconPapers)
Date: 2003-04
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Citations: View citations in EconPapers (1)

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Related works:
Journal Article: Putting computerized instruction to the test: a randomized evaluation of a "scientifically based" reading program (2004)
Working Paper: Putting Computerized Instruction to the Test: A Randomized Evaluation of a "Scientifically-based" Reading Program (2004)
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