Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis
Cheung, A. C. K., & Slavin, R. E. (2012).
Baltimore (MD): Johns Hopkins University School of Education, Center for Data-Driven Reform in Education, 41.
This synthesis investigates investigates the impact of educational technology applications on the reading outcomes of struggling readers in Kindergarten to Grade 6.
Institute of Education Sciences, U.S. Department of Education
The overall findings of the review revealed that interventions incorporating computer-based reading programs had a modest effect on the reading outcomes of elementary-aged struggling readers (weighted mean ES = 0.14). Findings for specific technology-based reading applications were as follows:
<ul>
<li>Small-Group Integrated Computer Applications: Three studies examined small-group integrated reading programs (i.e., Read, Write, and Type; Failure Free Reading and Read; the Lindamood Phoneme Sequence Program) and reported the largest treatment effects (weighted mean ES = 0.32).</li>
<li>Supplemental Computer-Assisted Instruction: Twelve studies examined drill and practice computer-assisted instruction (e.g., Jostens Program, Lexia Learning System, Thinking Reader) and reported moderate treatment effects (weighted mean ES = 0.16).</li>
<li>Comprehensive Reading Models: Three studies examined the use of Read 180 and Read About; small effects were reported (weighted mean ES = .04).</li>
<li>FastForward: Two studies examined the use of FastForward and reported small treatment effects (weighted mean ES = .06).</li>
</ul>
<p>While comprehensive reading models and FastForward did not produce meaningful effect sizes, the authors indicated that the results should be interpreted with caution due to the small number of studies.</p>
