Technology-assisted reading fluency interventions for students with reading difficulties: evidence from a meta-analytic approach of single case design studies

Mize, Min; Park, Yujeong; Martin, Melissa

doi:10.1080/17483107.2022.2060351

Cited by 2 publications

(1 citation statement)

References 60 publications

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“…Use of digital technologies to enhance reading. There is a wealth of research on the use of digital technologies to improve various aspects of reading, including aspects of reading fluency [52]. According to a review conducted by Yang et al [53], most of the studies conducted have focused on the use of technology for teaching comprehension and vocabulary.…”

Section: Introductionmentioning

confidence: 99%

A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency

Oakley

2024

Education Sciences

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Background: Reading fluency is a crucial component of reading. Research indicates that the use of digital technologies can help students with reading difficulties and disabilities improve their reading fluency. Objectives: The objective of this scoping review was to identify and describe research focusing on the use of digital technologies for teaching reading fluency to primary or elementary students in English-speaking settings. Design: Online databases were used to identify papers published between 2013 and 2023. Eighty-six papers that met the inclusion criteria were selected for analysis. Results: The review indicates that research has primarily focused on the use of digital technologies as interventions to support students at risk of reading difficulties and students with disabilities, with relatively little research emphasis on general classroom teaching of reading fluency. Moreover, uses of digital technologies for the teaching of reading fluency could mostly be categorised as “enhancements” of common non-digital strategies for teaching reading fluency, such as explicit teaching, drill and practice, and repeated readings. Much of the research has focused on the use of programs as opposed to the innovative use of open-ended digital tools. Conclusions: This paper raises questions about the relatively narrow uses of digital technologies in the teaching and research of reading fluency and calls for an expanded research agenda to include a broader range of pedagogical goals and approaches.

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Section: Introductionmentioning

confidence: 99%

A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency

Oakley

2024

Education Sciences

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Design and evaluation of a geometry learning application for visually impaired students

Nahar,

Sulaiman

2024

Educ Inf Technol

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Technology-assisted reading fluency interventions for students with reading difficulties: evidence from a meta-analytic approach of single case design studies

Cited by 2 publications

References 60 publications

A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency

A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency

Design and evaluation of a geometry learning application for visually impaired students

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