JRCE, Volume 33, Number 3, Spring 2001 Collateral Benefits of an Interactive Literacy Program for Grade 1 and 2 Students John A. Ross, Anne Hogaboam-Gray, and Lynne
Hannay Abstract This study examined the collateral effects of WiggleWorks (1994–1996), an interactive literacy program, in two settings: a cohort study comparing random samples of Grade 1 and 2 students (N = 452) before and after software implementation and a longitudinal sample tracing students from kindergarten to Grade 1 (N = 126). WiggleWorks contributed to greater student use of computers, enhanced computer skills, computer self-efficacy, and (in Grade 1 only) enjoyment of computers. The univariate effects were of small to medium size and were robust across grades and genders. Positive effects were observed regardless of whether the school received new hardware at the time of software delivery or used existing equipment of sufficient power acquired a year earlier. The study suggests that the high cost of adopting interactive literacy software may be warranted if the program has benefits beyond its contributions to reading and writing skills. Contributors John Ross is a professor of curriculum, teaching, and learning at the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT) and head of the institute field centre in Peterborough. His research interests are student assessment, program evaluation, and instructional innovation. Anne Hogaboam-Gray is a professional research officer at OISE/UT. Her research interests are computer-based instruction, program evaluation, and early childhood education. Lynne Hannay is an associate professor of curriculum, teaching, and learning at OISE/UT and head of the institute’s field centre in Kitchener. Her research interests are action research, secondary school reform, and qualitative research methods. Address: Dr. John A. Ross, Professor & Field Centre Head, OISE/UT Trent Valley Centre, Box 719, 150 O’Carroll Ave., Peterborough, ON K9J 7A1 Canada; jross@ptbo.igs.net.
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