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Version 1.1 – Updated August 2021

Technology in reading / literacy

Overview

  • Influence: Technology in reading / literacy
  • Domain: Technology, School, and Out-of-School Strategies
  • Sub-Domain: Technology
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: The use of various computer technologies in the teaching of reading and literacy.

Evidence

  • Number of meta-analyses: 16
  • Number of studies: 711
  • Number of students: 141,107
  • Number of effects: 1,522
  • Effect size: 0.29

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Pacific Resources for Education and Learning Soe, Koki, & Chang USA Effect of Computer-Assisted Instruction (CAI) on Reading Achievement: A Meta-Analysis. 2000 ICT in reading 17 0 33 0.27
Review of Educational Research Blok, Oostdam, Otter, & Overmaat Netherlands Computer-assisted instruction in support of beginning reading instruction: A review 2002 ICT on beginning reading 42 0 42 0.19
Journal of Research in Reading Torgerson & Elbourne England A systematic review and meta-analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling 2002 ICT on spelling 7 0 7 0.37
The impact of ICT on literacy education Torgerson & Zhu England A systematic review and meta-analysis of the effectiveness of ICT on literacy learning in English, 5–16. Research evidence in education library 2003 ICT and literacy outcomes 17 0 17 0.36
EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. English Review group England A systematic review and meta-analysis of the effectiveness of ICT on literacy learning in English, 5-1 2003 ICT on Literacy 212 0 43 0.26
Learning Point Associates/NCREL Pearson, Ferdig, Blomeyer, & Moran USA The Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis with Recommendations for Policy 2005 Technology on reading 20 0 89 0.49
Evidence Based Library and Information Practice Koufogiannakis & Wiebe Canada Effective Methods for Teaching information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-Analysis 2006 ICT in informational literacy 8 408 8 0.09
Reading Research Quarterly Slavin, Cheung, Groff, & Lake Effective reading programs for middle and high schools: A best-evidence synthesis 2007 ICT in reading 12 0 12 0.23
Center for Data-Driven Reform in Education Slavin, Lake, Cheung, & Davis Beyond the Basics: Effective Reading Programs for the Upper Elementary Grades. 2009 Instructional Tech in beginning reader 14 4,973 14 0.21
British Journal of Educational Technology Chiu Computer-assisted second language vocabulary instruction: A meta-analysis. 2012 ICT in Language teaching 16 0 16 0.75
Learning Disabilities Research & Practice Kunkel USA The Effects of Peer-Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis 2015 ICT in reading 61 38,940 532 0.16
Unpublished Dissertation Sisson A meta-analytic investigation into the efficacy of Fast ForWord intervention on improving academic performance 2008 Fast forward computer program on language 31 0 163 0.35
School Leadership Keany The effectiveness of education technology for enhancing reading achievement: A meta-analysis 2011 Technology on reading achievement 85 60,000 85 0.16
Report: Clearinghouse Computer-Assisted Interventions: Mathematica Policy Research. Streke & Chan USA Reviewing Systematic Reviews: Meta-Analysis of What Works Clearinghouse Computer-Assisted Interventions: 2013 ICT in reading 73 30,000 73 0.21
ReCALL Grgurovic, Chapelle, & Shelley USA A meta-analysis of effectiveness studies on computer technology-supported language learning 2013 ICT on technology-support language learning 37 0 49 0.24
Educational Research Review Verhoeven, Voeten, van Setten, & Segers Netherlands Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis. 2020 Technology on early literacy 59 6,786 339 0.28
TOTAL/AVERAGE 711 141,107 1,522 0.29

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 5 5 5 5 5
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