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The purpose of the study was to test the theoretical perspective that related Classworks technology to reading achievement of fourth grade students to determine if a significant difference existed in student reading achievement between the supplemental uses of Classworks software reading program to that of standard classroom instruction. The study compared Classworks software intervention of standard instruction which used a group of fourth grade students in one school to a group of fourth grade students in another school in two small rural school districts in South Carolina. The independent variable of Classworks instruction was defined as the intervention or treatment and was provided to one group of fourth grade students in addition to their standard reading program. The dependent variable was generally defined as standard classroom reading instruction without the supplement of the Classworks program. Three research questions were tested within the quasi-experimental design approach by using quantitative data.
About the author
Janice Young, PhD earned her doctorate degree in Education with a specialization in Special Education Leadership from Capella University. She is a current Educator and resides in a small town in South Carolina with her family.
