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ERIC Number: ED539724
Record Type: Non-Journal
Publication Date: 2012-Apr
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Educator's Summary. Revised
Center for Research and Reform in Education
This review examines research on the effects of technology use on reading achievement in K-12 classrooms. It applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualified studies based on over 60,000 K-12 participants were included in the final analysis. Four major categories of education technology are reviewed: (1) Computer-managed learning, which included only "Accelerated Reader." This program uses computers to assess students' reading levels, assigning reading materials at students' levels, scoring tests on those readings, and charting students' progress. Students do not work directly on the computer with "Accelerated Reader"; (2) Innovative technology applications, such as "Fast ForWord," "Reading Reels," and "Lightspan"; (3) Comprehensive models, such as "READ 180," "Writing to Read," and "Voyager Passport." These programs use computer-assisted instruction along with non-computer activities as students' core reading approach; and (4) Supplemental technology, such as "Destination Reading," "Plato Focus," "Waterford," and "WICAT." These programs provide additional instruction at students' assessed levels of need to supplement traditional classroom instruction. A literature search of articles written between 1980 and 2010 was carried out to find studies that met the inclusion criteria. Researchers examined the relationship between education technology effectiveness and five key study variables: grade levels, types of intervention, program intensity, level of implementation, and socio-economic status. The findings of this review support those of earlier reviews by other researchers. The classroom use of educational technology will undoubtedly continue to expand and play an increasingly significant role in public education in the years to come as technology becomes more sophisticated and more cost effective. [For the full report, "The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Revised," see ED539722.]
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 Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A