ERIC Number: EJ1155715
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Improving Reading Comprehension Using Digital Text: A Meta-Analysis of Interventions
Berkeley, Sheri; Kurz, Leigh Ann; Boykin, Andrea; Evmenova, Anya S.
International Journal for Research in Learning Disabilities, v2 n2 p18-43 2015
Much is known about how to improve students' comprehension when reading printed text; less is known about outcomes when reading digital text. The purpose of this meta-analysis was to analyze research on the impact of digital text interventions. A comprehensive literature search resulted in 27 group intervention studies with 16,513 participants. The overall weighted mean effect size for interventions designed to provide basic access to text was small (ES = -0.03, range -0.49 to 1.18), whereas a moderate effect size was obtained for interventions that served as instructional enhancements for digital text (ES = 0.51, range -0.35 to 1.57). These findings were consistent across grade level (elementary vs. secondary) and student type (with disabilities vs. without).
Descriptors: Reading Comprehension, Meta Analysis, Electronic Publishing, Educational Technology, Technology Uses in Education, Intervention, Effect Size, Program Effectiveness, Instructional Program Divisions, Disabilities, Student Characteristics, Teaching Methods, Elementary Secondary Education, Coding, Research Design, Literature Reviews
International Academy for Research in Learning Disabilities. e-mail: firstname.lastname@example.org; Web site: http://www.iarld.com/home/the-journal-thalamus
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A