The Effects of an Intervention in Writing with Digital Interactive Books
ARTICLE
Svjetlana Curcic, Robin S. Johnstone
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 August 5, 2024 from https://www.learntechlib.org/p/194023/.
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Keywords
- Achievement Tests
- assistive technology
- Books
- Cartoons
- Check Lists
- children
- Classics (Literature)
- Common Core State Standards
- Computer Peripherals
- Control Groups
- Disabilities
- Educational Legislation
- Effect Size
- Electronic Publishing
- Elementary Secondary Education
- Equal Education
- Experimental Groups
- Federal Legislation
- Grade 7
- Grade 8
- Individualized Education Programs
- Intelligence Tests
- Interrater Reliability
- Intervention
- learner engagement
- learning disabilities
- Likert Scales
- literacy
- Literacy Education
- Metropolitan Areas
- Notetaking
- Novels
- Pretests Posttests
- Quasiexperimental Design
- Readability
- Readability Formulas
- Reading
- reading comprehension
- Reading Writing Relationship
- Robustness (Statistics)
- Scores
- social studies
- Statistical Analysis
- student motivation
- teaching methods
- Technology Uses in Education
- Writing Improvement
- Writing Instruction
- Writing skills