Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis

Autor/inn/en	Cheung, Alan C. K.; Slavin, Robert E.
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis
Quelle	(2012), (41 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Achievement; Educational Technology; Reading Difficulties; Reading Programs; Program Effectiveness; Computer Assisted Instruction; Program Evaluation; Elementary School Students; Educational Research; Effect Size; Meta Analysis; Intervention; Time on Task; Instructional Program Divisions; Research Design; Sample Size; Small Group Instruction + Suchen Sie Ihr Suchwort? Leseleistung; Unterrichtsmedien; Reading difficulty; Leseschwierigkeit; Computer based training; Computerunterstützter Unterricht; Programme evaluation; Programmevaluation; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Zeitaufwand; Forschungsdesign
Abstract	This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades K-6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but modest effect on the reading skills of struggling readers (ES=+0.14) in comparison to "business as usual" methods. Among four types of educational technology applications, small-group integrated applications such as "Read, Write, and Type" ("RWT") and "Lindamood Phoneme Sequence Program" ("LIPS") produced the largest effect sizes (ES=+0.32). These are tutorial educational technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as "Jostens" and "Lexia," had a larger number of studies (N=12) and a more modest effect size (ES=+0.18). Comprehensive models "READ 180" and "Read About" (ES=+0.04) as well as "Fast ForWord" (ES=+0.06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed. Educational Technology Reading Applications for Struggling: Program Description is appended. (Contains 2 tables.) [For the "Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis. Educator's Summary," see ED539719.] (As Provided).
Anmerkungen	Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10