Effectiveness of a Short-Term Computer-Based Literacy and Math Summer School Program
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The present study assesses whether a short-term technology-based summer school curriculum enhanced with individual instruction from a teacher effectively improves middle school students' math and literacy scores. The majority of the students enrolled in the program were required to attend as a form of remedial education. The program was implemented and assessed for effectiveness in a group of general education students and a group of students with learning disabilities (LD). Daily computer-based lessons provided individualized instruction, practice, assessment, and review in math and reading with motivational features such as games and rewards. Lexile scores (quantitative assessments of literacy) at the start and the end of the program were analyzed. Progress in state standard math grade levels was analyzed upon completion of the program. Results indicate that in both general education groups and LD groups, students improved academic scores during the program. Additionally, LD students improved substantially more than general education students. These results support the effectiveness of a short term computer-based summer school program, and suggest that learning disabled students especially require and benefit from individualized instruction.