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The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
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Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
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The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...
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Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker writers/readers in grades 1–12. Based on 27 studies with weaker writers, 20 of which were not considered in prior reviews, findings from this meta-analysis...
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The English Review Group completed an overarching systematic review of the impact of Information and Communication Technology (ICT) on literacy learning in English in 2002 (Andrews et al., 2002). In this review, a ‘map’ described all the included research in the field. An in-depth sub-review reported on the impact of networked ICT on literacy learning (Andrews et al., 2002). This present review is one of a further four in-depth sub-reviews that address aspects of the overarching question –...
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Outcome measure
- Learning (7)
- Motivation (1)
Education Level and Type
- ECE 0-7 (3)
- K-12 (4)
- Primary 7-10 (4)
- Secondary 11-16 (2)
Groups of students
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- EAL
- Learning difficulties (3)
- Low-performing (4)
- Low socio-economic status (4)
- SEND (4)
School or home
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- Mixture (1)
- School (4)
Moderating variables
- __ no obvious moderating variables (1)
- Country / culture (1)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Gender (1)
- Grade/education level (3)
- Implementation fidelity (1)
- Length of time (2)
- Multiple exposures (1)
- Novelty Effect (1)
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- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
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- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (2)
- Computer (5)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Interactive whiteboards (1)
- Internet (1)
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- Multimedia (1 or more) (4)
- Radio (1)
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Tech Software
Tech mechanism
Learning Approach
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Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Feedback (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (3)
Quality of research
- High: 6+ (6)
- Medium: 4 or above (1)