A Followup Study of the ARC/IBM Writing To Read Project in Kentucky, Virginia, and West Virginia. Final Report.

Autor/inn/en	Childers, Robert D.; Leopold, Gregory D.
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	A Followup Study of the ARC/IBM Writing To Read Project in Kentucky, Virginia, and West Virginia. Final Report.
Quelle	(1993), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Administrator Attitudes; Computer Assisted Instruction; Elementary School Students; Grade 1; Kindergarten; Kindergarten Children; Parent Attitudes; Primary Education; Program Evaluation; Reading Instruction; Rural Schools; Student Attitudes; Surveys; Teacher Attitudes; Writing Instruction + Suchen Sie Ihr Suchwort? Schulleistung; Computer based training; Computerunterstützter Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; Elternverhalten; Primarbereich; Programme evaluation; Programmevaluation; Leseunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Survey; Umfrage; Befragung; Lehrerverhalten; Schreibunterricht
Abstract	The Appalachian Regional Commission/International Business Machine Writing to Read (WTR) program was implemented over a 3-year period in 55 selected rural schools of Appalachia. WTR is a computer-based instructional system designed to develop the writing and reading skills of kindergarten and first-grade students in a lab setting. Project schools were selected because they had low achievement scores and did not have computers. This report reviews the project, evaluates its overall effectiveness, and documents which WTR program activities are continuing beyond the conclusion of the project. An estimated 7,000 students were served in each of the 3 project years. Written documents from previous evaluations show that WTR students performed significantly better than non-WTR students on writing and spelling assessments. Telephone interviews with WTR coordinators and principals found overwhelmingly positive ratings on training, equipment, program implementation, and program effectiveness. Student and parent perceptions were also predominantly favorable. Likewise, the survey of 228 WTR teachers yielded positive opinions concerning training, ease of use, program effectiveness, student reactions, and parent reactions. WTR labs still exist in 42 of the original 55 sites. Continued maintenance of equipment has been a problem at some sites. Appendices contain the phone interview and written teacher questionnaire. (KS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC