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Variability in reading ability gains as a function of computer-assisted instruction method of presentation

Description:
A study of the impact of three different methods of presenting material with computer-assisted instruction (CAI) compared to a no-CAI control group on early reading skills of 183 preschool- and kindergarten-aged children
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Utah

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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