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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 purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...
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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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A meta-analysis was performed to synthesize existing research comparing the effects of computerassisted instruction (CAI) versus traditional instruction (TI) on studentsÕ achievement in Taiwan. Fiftytwo studies were located from our sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables...
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Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate...
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Purpose of the Study.........................................................................................................6 Method ..............................................................................................................................7 Search and Selection Criteria ..................................................................................7 Procedure...
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How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability...
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