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The Effects of an Intervention in Writing with Digital Interactive Books
ARTICLE

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Computers in the Schools Volume 33, Number 2, ISSN 0738-0569

Abstract

This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as reviewers of a set of i-books. A repeated-measures analysis of variance indicated that the intervention group of students significantly outperformed the control group on the following measures of writing: the holistic text quality and the summarization text quality, with large effect sizes.

Citation

Curcic, S. & Johnstone, R.S. (2016). The Effects of an Intervention in Writing with Digital Interactive Books. Computers in the Schools, 33(2), 71-88. Retrieved October 18, 2019 from .

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