Technology-Enabled Personalized and Adaptive Learning for Reading: A Global Meta-Analysis

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Computer and Internet Applications in Education SIG Topics: Research Synthesis (Table 9)

Abstract

Learning to read is an important early educational milestone, and a fundamental outcome of school systems worldwide. However, children’s ability to read is complicated by many socio-linguistic and other environmental factors. Technology that tailors learning experiences to fit students’ strengths and needs (i.e., PAL) can be more effective than the traditional curricular approaches. The literature on PAL effectiveness, however, is inconclusive with regard to student reading achievement and lacks a comparative synthesis on impact. This research presents a global meta-analysis comparing differences in effect estimates and explores reasons for the differences across a wider range of populations and interventions. In total, 27 studies were included, and a significant effect size was found. Implications for future policy and practice are discussed.

Authors

• Ghaida S Alrawashdeh, Boston College
  Presenting Author

• Nathan M. Castillo, University of Illinois at Urbana-Champaign
  Presenting Author

• Shea Fyffe, George Mason University
  Non-Presenting Author

• Renato F.L. Azevedo, University of Illinois at Urbana-Champaign
  Non-Presenting Author