The Effectiveness of Educational Technology Applications for Enhancing Reading Achievements in K-12 Classrooms: A Meta-Analysis

• In Event: Research in Reading and Literacy SIG: Paper Session 1: Reading and Writing

Abstract

The present review examines research on the effects of technology use on reading achievement in K-12 classrooms. A total of 85 qualified studies based on over 60,000 K-12 participants were included in the final analysis. The findings suggest that educational technology generally produced a positive, though small, effect (ES=+0.16) in comparison to traditional methods. However, the effects may vary by educational technology type. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of education technology in the past few decades are not producing educationally meaningful effects in reading for K-12 students. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed somewhat promising evidence.

Authors

• Alan Cheung, The Chinese University of Hong Kong

• Robert Slavin, Johns Hopkins University