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Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis
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Cheung, Alan C. K.; Slavin, Robert E. – Center for Research and Reform in Education, 2012
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…
Descriptors: Reading Achievement, Educational Technology, Reading Difficulties, Reading Programs
The Effectiveness of Educational Technology Applications for Enhancing Reading Achievement in K-12 Classrooms: A Meta-Analysis. Revised
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Cheung, Alan C. K.; Slavin, Robert E. – Center for Research and Reform in Education, 2012
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.…
Descriptors: Reading Achievement, Elementary Secondary Education, Educational Technology, Meta Analysis
Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis
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Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan – Center for Data-Driven Reform in Education (NJ1), 2010
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…
Descriptors: Instructional Design, Beginning Reading, Reading Programs, Early Childhood Education
Effective Beginning Reading Programs: A Best-Evidence Synthesis
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Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan – Center for Data-Driven Reform in Education, 2009
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…
Descriptors: Evidence, Control Groups, Beginning Reading, Reading Programs