A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program

Autor/inn/en	Borman, Geoffrey D.; Benson, James G.; Overman, Laura
Titel	A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program
Quelle	In: Educational Evaluation and Policy Analysis, 31 (2009) 1, S.82-106 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373708328519
Schlagwörter	Urban Schools; Reading Comprehension; Computer Assisted Instruction; Program Evaluation; Language Impairments; Language Acquisition; Stimuli; Generalization; Grade 2; Grade 7; At Risk Students; Reading Difficulties; Program Implementation; Reading Skills; Educational Technology; Elementary School Students; Middle School Students; Speech Skills; Maryland + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseverstehen; Computer based training; Computerunterstützter Unterricht; Programme evaluation; Programmevaluation; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb; Anreizsystem; School year 02; 2. Schuljahr; Schuljahr 02; School year 07; 7. Schuljahr; Schuljahr 07; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Unterrichtsmedien; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mündliche Leistung; Sprachfertigkeit
Abstract	This article describes an independent assessment of the Fast ForWord Language computer-based training program developed by Scientific Learning Corporation. Previous laboratory research involving children with language-based learning impairments showed strong effects on their abilities to recognize brief and fast sequences of nonspeech and speech stimuli, but generalization of these effects beyond clinical settings and student populations and to broader literacy measures remains unclear. Implementing a randomized field trial in eight urban schools, we generated impact estimates from separate intent-to-treat and treatment-on-the-treated analyses of the literacy outcomes of second- and seventh-grade students who were more generally at risk for poor reading and language outcomes. There were some problems of implementation in the field setting, and the Fast ForWord Language program did not, in general, help students in these eight schools improve their language and reading comprehension test scores. (Contains 6 notes and 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10