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EBP Compendium: Summary of Systematic Review

Institute of Education Sciences
Read, Write, and Type!™

IES What Works Clearinghouse Intervention Report.

Indicators of Review Quality:

The review addresses a clearly focused question Yes
Criteria for inclusion of studies are provided Yes*
Search strategy is described in sufficient detail for replication No
Included studies are assessed for study quality Yes
Quality assessments are reproducible Yes

Description: This is a systematic review of studies meeting the What Works Clearinghouse (WWC) evidence standards investigating the effect of a computer-assisted treatment, Read, Write, & Type!™ (RWT) on the literacy and language skills of elementary school-aged children. The effectiveness of the intervention was categorized as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse (WWC) classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).

Question(s) Addressed:

 Question not specifically stated. 

Population: Students in first grade

Intervention/Assessment: Read, Write, Type!™ (RWT) or  Auditory Discrimination in Depth® (ADD).

Number of Studies Included: 1

Years Included: Not stated



  • Treatment
    • Language
      • Reading
        • Computer-Assisted Instruction - One study included in this review found that RWT to have " potentially positive effects in the alphabetics domain and no discernible effects in the comprehension domain" (p. 4) (Meets Evidence Standards).

Keywords: Literacy, Written Language Disorders, Computer-Based Treatment

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*See the WWC Evidence Review Protocol for inclusion criteria

Added to Compendium: March 2012

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