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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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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
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In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
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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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Outcome measure
- Learning (5)
Instructional domain (subject)
- Literacy (4)
- Mathematics (1)
Education Level and Type
- ECE 0-7 (2)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (1)
Groups of students
- At-risk (1)
- EAL (1)
- Examination years (1)
- Low-performing (1)
- Low socio-economic status (2)
- typically-developing students (1)
Moderating variables
- __ no obvious moderating variables (1)
- Attainment level of students (1)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
- Grade/education level (1)
- Length of time (3)
- Multiple exposures (1)
- Parent/carer involvement (1)
- SEND (1)
- Teacher involvement (3)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- E-book hardware - e.g. kindle (2)
- Handheld device (3)
- Interactive whiteboards (1)
- Internet (1)
- Multimedia (1 or more)
- Tablet (2)
- Touch-screen (2)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Digital Media (audiovisuals) (1)
- E-book software (2)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- LMS (1)
- Simulations (1)
- Tutorials (1)
- Word processor (1)
Tech mechanism
Learning Approach
- Blended learning (2)
- Classroom learning (5)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (4)
Quality of research
Geography if specific
- _no mention (1)
- Mixture (1)
- Taiwan (1)
- The Netherlands (1)
- Turkey (1)
- USA (1)