Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020
- PDF / 756,003 Bytes
- 31 Pages / 439.37 x 666.142 pts Page_size
- 119 Downloads / 206 Views
Technology‑based interventions for children with reading difficulties: a literature review from 2010 to 2020 Saeed S. Alqahtani1 Accepted: 27 October 2020 © Association for Educational Communications and Technology 2020
Abstract Technology-based interventions have been used to improve reading skills for students with reading difficulties. Thus, many literature reviews and meta-analyses have investigated the effectiveness of this type of intervention; however, constant changes in the technology field make it important to review the most recent studies and how these studies were implemented to improve reading skills for students who performed below their peers. This literature review synthesizes the most recent published studies on technology-based interventions for children with reading difficulties. Forty-five research-based studies published from 2010 to 2020 were reviewed and synthesized. The studies were categorized by the five reading skills as reported by the National Reading Panel (National Reading Panel, Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, National Institute of Child Health and Human Development, Washington, DC, 2000). Descriptions of the studies’ characteristics and interventions as well as an analytical review were provided. The majority of technology-based interventions targeted fluency skills and used computer programs, while vocabulary skills and tablet-based interventions were the least-targeted skills and tools. Most of the studies introduced intervention as independent practice, then as small groups, and then as one-to-one interventions. Keywords Technology-based · Reading interventions · Reading difficulties · Literature review
Introduction In the most recent report, 65% of fourth-grade students in the United States performed below the proficient reading level in 2017 (National Assessment of Educational Progress 2019). Proficient level reading is essential for elementary school-age students, especially when they move from learning to read to read to learn in fourth grade. Failure to master reading at an earlier grade leads to dropout risk (Hernandez 2011). An insufficient reading level prevents students from having the ability to read and understand school subjects * Saeed S. Alqahtani [email protected]; [email protected] 1
Department of Special Education, Prince Sattam Bin Abdulaziz University, Al‑Kharj, Saudi Arabia
13
Vol.:(0123456789)
S. S. Alqahtani
(National Reading Panel 2000) such as history and social studies (Okolo and Ferretti 2013; Scruggs 2013). That may prevent students from being successful in school. For instance, about 29.2% of students with learning disabilities did not leave school with a regular diploma (National Center for Learning Disabilities 2017). Thus, reading intervention is critical for students with reading difficulties. The National Institute of Child Health and Human Development identified and classified five reading interventions:
Data Loading...
