A Systematic Review of Technology-Integrated Reading Interventions for Elementary English Learners With Reading Difficulties

• In Event: Sheraton Roundtable Session Eighteen
  In Roundtable Session: Supporting Readers and Writers With Disabilities: Interventions, Supports, Accommodations, and Outcomes (Table 13)

Abstract

The purpose of this paper is threefold. First, we aim to determine the effects of technology-integrated reading interventions for elementary English learners (ELs) with reading difficulties (RD). Second, we explore the integration of technology and reading intervention programs. Third, we examine the methodological quality of studies in this field.
In this paper, we include eight single-subject designed studies that met all inclusion criteria. Results indicate that technology-integrated reading intervention is generally effective, with seven studies having an acceptable effect size revealed by a percentage of non-overlapping data (PND) values higher than 70%. The quality indicators show that most studies in this field have acceptable quality. Two studies meet all quality indicators and are considered methodologically sound.

Authors

• Yixian Huang, University of Texas at Austin
  Presenting Author

• Doris Luft Baker, University of Texas at Austin
  Presenting Author