Abstract

We were asked by Merit Software to conduct a quasi-experimental research study to evaluate the effects of its reading software on middle school students. Because the No Child Left Behind Act emphasizes the importance of evidence-based interventions and has set improving students reading comprehension as a goal, we agreed to take on this project. Scores from the Stanford Achievement Test, Ninth Edition (SAT-9) for both the treatment and control groups were compared for 2002 and 2003. Our findings showed achievement gains associated with each of the nine SAT-9 dependent variables we measured.

Citation

Jones, J.D., Staats, W.D., Bowling, N., Bickel, R.D., Cunningham, M.L. & Cadle, C. (2005). An Evaluation of the Merit Reading Software Program in the Calhoun County (WV) Middle/High School. Journal of Research on Technology in Education, 37(2), 177-195. Retrieved March 4, 2021 from https://www.learntechlib.org/p/98178/.

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Keywords

• Achievement Gains
• Achievement Tests
• Computer Assisted Instruction
• Computer Software
• Reading Achievement
• reading comprehension
• Reading Research
• Secondary School Students
• teaching methods