Literacy Instruction for Older Struggling Readers: What Is the Role of Technology?

A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency

“…In the full 90-minute version of READ 180, teachers begin with a 20-30 minute whole group lesson and then create small groups of children who participate in three 20-minute activities, in which reading practice is scaffolded by computer activities, leveled books, and teacher lessons tailored to the reading level of each small group (Hasselbring & Goin, 2004).…”

Literacy Instruction for Secondary Students With Disabilities

“…The Peabody Literacy Lab is one example of a technology-based intervention focused on multiple components of effective reading instruction that has been linked to positive results for adolescents (Hasselbring & Goin, 2004). This program combines comprehension instruction with wordlevel decoding instruction and opportunities to practice spelling.…”

“…One-on-one modeling is time consuming and impractical for teachers; however, computer programs with speech features are a helpful option for offering individual attention to students (Hasselbring & Goin, 2004).…”

“…Compounding the problem, remedial support for literacy is typically provided only at the elementary school level. Consequently, students who enter secondary school still struggling with reading tend to continue to struggle throughout their middle and high school years (Deshler, Palincsar, Biancarosa, & Nair, 2007;Hasselbring & Goin, 2004).…”

Real-time web text classification and analysis of reading difficulty

“…The National Center for Education Statistics (NCES) in 2005, the latest year for which data is available, reports that only 29% of eight graders in the United States achieved proficient or above reading, meaning the remaining 71% of students had only part of the reading skills needed for proficient work at their level or less (Snyder et al, 2006). (Hasselbring and Goin, 2004) reported that "as many as 20 percent of 17-year-olds have been estimated to be functionally illiterate, and 44 percent of all high-school students have been described as semi-literate". Reading below grade level is a serious problem for adolescents as it may hinder comprehension of textbooks and classroom materials in all fields.…”