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Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis. Educator's Summary
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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
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. Educator's Summary. Revised
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Center for Research and Reform in Education, 2012
This review examines research on the effects of technology use on reading achievement in K-12 classrooms. It applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualified studies based on over 60,000 K-12 participants were included in the final analysis. Four major categories of…
Descriptors: Reading Achievement, Elementary Secondary Education, Educational Technology, Meta Analysis
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