A meta-analysis of technology-based interventions for elementary students with reading difficulties

Abstract

Technology-based reading interventions have been used to enhance the reading skills of young students with reading difficulties. Although a few meta-analyses have addressed this approach, they have overlooked single-subject design studies that usually include students with the most deficient reading skills. This meta-analysis reviewed the 20 most recent technology-based reading interventions for young students with learning disabilities (LDs) and those performing critically below their expected reading levels, conducted over the past 12 years. Tau-U statistics were used to identify potential moderator variables (e.g., setting, grade level, LD identification, technology type, targeted skills, and Council for Exceptional Children standards). The results indicated that the technology-based reading intervention had a moderate effect size (Tau-U = 87), and no significant difference in the moderator variables was observed. Considering intervention efficacy, technology can provide adequate and efficient reading interventions for young students with reading difficulties. Possible explanations for the moderators’ effects are also discussed.