Does the use of a structured, computer-centered reading program in after-school settings affect reading performance? What are the factors that affect the implementation of the intervention? To explore these questions, 300 4th-6th grade students from after-school programs at two Brockton, MA elementary schools will be randomly assigned to either a treatment or a control group. Students in the treatment group will receive instruction using READ 180, an intensive and adaptive computer-based reading program. Students will be tested prior to randomization and periodically throughout the year to measure reading outcomes.
Does the use of a structured, computer-centered reading program in after-school settings affect reading performance? What are the factors that affect the implementation of the intervention?
