New research review examines the effects of technology use on struggling readers

New research review examines the effects of technology use on struggling readers 

A new research review from the Johns Hopkins School of Education's Center for Research and Reform in Education examines the effectiveness of educational technology applications for improving the reading achievement of struggling readers in elementary schools. Four major categories of education technology are reviewed: small-group integrated applications, comprehensive models, supplemental CAI programs, and the Fast ForWord program. 

Findings of the review indicate that educational technology applications produced a positive but modest effect on the reading skills of struggling readers in comparison to "business as usual" methods. Among the four types of educational technology applications reviewed, small-group integrated applications such as Lindamood Phoneme Sequence Program and Read, Write, and Type produced the largest effect sizes, but these were mostly small studies, which tend to overstate program impacts. Supplementary models, such as Jostens, had a larger number of studies and a more modest effect size. Comprehensive models and the Fast ForWord program did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved.

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