A program evaluation of the live ink format

The purpose of this study was to conduct a program evaluation of a reading format, Live Ink, developed by Walker Reading Industries. The format is a computer generated, visual-linguistic text enhancement, which was utilized for content reading in the ninth grade regular world history class. The study utilized a mixed design. The first two research questions asked whether or not there would be significant change in reading achievement attributed to practice with the Live Ink reading format. The third question asked what student perceptions would be from using the format over several months. The last three questions focused upon the weakness, strengths, and emergent practices that were described and analyzed using formal observations, tape recorded sessions, and sequenced video clips as referents. The first phase of the study used a quasi-experimental design to provide data for the first two questions. Question three used a questionnaire to determine student perceptions. The last phase addressed questions using the research methods of Eliot Eisner's educational criticism as a framework for observation and analysis. The first question was significant, as measured by a one-way ANOVA. The dependent variable derived from difference scores, seventh grade Terra Nova reading score subtracted from the ninth grade with significance found between Live Ink readers and comparison groups. The second question was found significant using a repeated measures design. Between and within group effects were measured at five time points during the study. Again, the difference scores criteria was used, subtracting pretest from posttest scores. The final phase found that weaknesses were the result of a “passive classroom,” where the technology was used as if it was a typical textbook. In addition, mismanagement of computer resources caused “roadblocks” to the consistent classroom use of the reading format. Strengths were attributed to an organized and “active” computer lab environment. Typically, the active teacher monitored student reading by focusing on content, text structures, reviewing techniques, cooperative and oral reading, distributive study and assessment. In addition, each unit of study ended with a projector review, which gave students the benefit of the teacher's experiences as a “reader” of historical content.