Category Archives: READING / EFFECTIVENESS OF TECHNOLOGY

READING / EFFECTIVENESS OF TECHNOLOGY

READING / EFFECTIVENESS OF TECHNOLOGY

The Center for Research and Reform in Education has completed reviews of educational technology and reading achievement, focusing on the effects of technology use on reading achievement in K-12 classrooms, and also on reading outcomes for struggling readers. The reviews can be accessed from the following links:

Effects of Technology Applications on Reading Achievement in K-12 Classrooms

Technical Report

Cheung, A., & Slavin, R.E. (2012). The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.

Published Report

Cheung, A., & Slavin, R.E. (2012). How features of educational technology programs affect student reading outcomes: A meta-analysis. Educational Research Review, 7 (3), 198-215. Doi:10.1016/j.edurev.2012.05.002

Effects of Technology Applications on Reading Outcomes for Struggling Readers

Technical Report

Cheung, A., & Slavin, R. E. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best-evidence synthesis.

Published Report

Cheung, A., & Slavin, R. E. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best-evidence synthesis. Reading Research Quarterly, 48 (3), 277-299.