The Effects of Technology-Assisted Instruction to Improve Phonological-Awareness Skills in Children With Reading Difficulties: A Systematic Review
EBP Briefs
Lee, S. S., Sancibrian, S., et al. (2013).
EBP Briefs, 8(1), 1-10.
This systematic review compares the effects of technology-assisted phonological instruction to instruction without technology on phonological awareness skills in preschool and school-aged children at risk for reading difficulties.
Not stated
2000-March 2013
Randomized or nonrandomized experimental study designs; randomized or nonrandomized quasi-experimental study designs
6
While the type of computer-assisted reading programs varied across studies, the review findings suggest that there is moderate to high quality evidence from six studies to support the use of technology-assisted instruction to improve the phonological awareness skills of children at risk for or identified with reading difficulties.
