Abstract
ABSTRACT Data gathered from 25 rural public school districts in Texas during 2002–2003 were used to assess the impact of educator professional development and technology-intensive classroom learning activities on first- and second-grade students' reading achievement. Students from 18 school districts received the treatment while students from 7 randomly selected districts matching the treatment demographic criteria served as controls. Major findings were that the program was effective in fostering reading accuracy at the first- and second-grade levels and reading comprehension at the second-grade level. Effect sizes (ES) for identified areas of impact among treatment versus comparison sites were in the range of ES = .19 to ES = .65, meaningful values which are reinforced by alternative measures of significant (p < .05) impact. These findings compare favorably with previously published studies of similar, successful educational interventions involving technology and reading.
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