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ERIC Number: ED527572
Record Type: Non-Journal
Publication Date: 2011-May
Pages: 48
Abstractor: As Provided
Reference Count: 115
ISBN: N/A
ISSN: N/A
The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis
Cheung, Alan C. K.; Slavin, Robert E.
Center for Research and Reform in Education
The present review examines research on the effects of technology use on reading achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between education technology and study features. A total of 85 qualified studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that education technology generally produced a positive, though small, effect (ES=+0.16) in comparison to traditional methods. However, the effects may vary by education technology type. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of education technology in the past few decades are not producing educationally meaningful effects in reading for K-12 students. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed somewhat promising evidence. However, too few randomized studies for these promising approaches are available at this point for firm conclusions. (Contains 20 tables.)
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
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
Identifiers - Location: Australia; Canada; United States