This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1-6 were included…

The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards.…

This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades K-6 were included…

This article reviews research on the achievement outcomes of alternative approaches for struggling readers ages 5-10 (US grades K-5): One-to-one tutoring, small-group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study…

The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards.…

This article systematically reviews research on the achievement outcomes of three types of classroom approaches to improving the reading achievement of students in grades 2-5: Reading curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion criteria included use of randomized or matched control groups,…

This article reviews research on the achievement outcomes of alternative approaches for struggling readers in grades K-5: One-to-one tutoring, small group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study duration of at…

Evaluations of IBM's Writing to Read program for kindergartners and first graders are reviewed. The 21 kindergarten studies evidenced a median effect size of 0.23; however, in many cases this effect may be a result of comparisons with nonacademic programs. Across 13 first grade studies, the median effect size was 0.00. (TJH)