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ERIC Number: ED539714
Record Type: Non-Journal
Publication Date: 2012-Jul
Pages: 41
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: N/A
Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis
Cheung, Alan C. K.; Slavin, Robert E.
Center for Research and Reform in Education
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.]
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: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
IES Funded: Yes
Grant or Contract Numbers: R305A040082