A Comparative Study of Small Group Classroom Literacy Instruction and Computer-Based Literacy Instruction on the Success of Adult Learners in GED Preparation (2008)

A Province Wide Intervention

In this study, approximately 100 adults enrolled in General Education Development (GED) preparatory programs in Prince Edward Island were randomly assigned to one of three groups: a classroom-based reading program; a computer-based reading program; or a comparison group that received a traditional GED preparation course.

When the participants were tested after completing their respective programs, results showed that their reading skills improved, regardless of whether they were enrolled in the reading interventions or the traditional GED program.

The participants in the reading interventions also improved specific skills like math, science and writing, even though they weren’t exposed to material specifically related to those subjects during their programs. The authors suggest that improvement in their reading skills may have helped them understand and respond better to questions on those subjects. They also discuss whether returning to formal schooling had helped the participants retrieve skills that had eroded over time from lack of use.

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Added: 
2011-02-24
APA citation
Gregory S. McKenna, Audrey Penner and Brian McMillan. A Comparative Study of Small Group Classroom Literacy Instruction and Computer-Based Literacy Instruction on the Success of Adult Learners in GED Preparation 2008. Web. 27 Oct. 2020 <http://en.copian.ca/library/research/ccl/comparative_study/comparative_study.pdf>
Gregory S. McKenna, Audrey Penner & Brian McMillan (2008). A Comparative Study of Small Group Classroom Literacy Instruction and Computer-Based Literacy Instruction on the Success of Adult Learners in GED Preparation. Retrieved October 27, 2020, from http://en.copian.ca/library/research/ccl/comparative_study/comparative_study.pdf
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