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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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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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The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
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Outcome measure
- Learning (5)
Instructional domain (subject)
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Literacy
- Comprehension (1)
- Language (1)
- Language development (1)
- Reading
Education Level and Type
- ECE 0-7 (1)
- K-12 (2)
- Middle school (2)
- Secondary 11-16 (1)
Groups of students
- At-risk (1)
- EAL (2)
- Examination years (2)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
School or home
- School (4)
Moderating variables
- __ no obvious moderating variables (2)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
- Grade/education level (1)
- Implementation fidelity (1)
- Length of time (2)
- Multiple exposures (1)
- SEND (1)
- Teacher involvement (3)
- Teacher professional development (1)
Tech Hardware
- Computer (4)
- E-book hardware - e.g. kindle (1)
- Handheld device (2)
- Interactive whiteboards (1)
- Multimedia (1 or more) (4)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- E-book software (2)
- General apps (2)
- LMS (1)
- Simulations (1)
- Tutorials (1)
- Word processor (1)
Tech mechanism
Learning Approach
Teacher Pedagogy
- _No mention (1)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (4)
- Medium: 4 or above (1)
Geography if specific
- _no mention (1)
- Mixture (1)