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Technology Infusion in Success for All: Reading Outcomes for First Graders

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Elementary School Journal Volume 109, Number 1, ISSN 0013-5984


This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All schools compared 159 first-grade students randomly assigned to technology or nontechnology conditions in a year-long study. Across all students, significant differences favored the technology condition on Woodcock Letter-Word Identification and Word Attack and GORT Fluency and Total scales (median ES = +0.28). Tutored first graders who received both technology enhancements scored significantly higher on the GORT, Woodcock Letter-Word and Word Attack, Fluency, Comprehension, and Total scales (median ES = +0.53). Nontutored students who experienced just the embedded multimedia scored significantly higher than nontutored control students on Woodcock Letter-Word Identification and GORT Total scores, and marginally higher on GORT Fluency (median ES = +0.27). Results suggested that video and computer technology embedded in instruction may accelerate children's learning. (Contains 4 tables and 1 figure.)


Chambers, B., Slavin, R.E., Madden, N.A., Abrami, P.C., Tucker, B.J., Cheung, A. & Gifford, R. (2008). Technology Infusion in Success for All: Reading Outcomes for First Graders. Elementary School Journal, 109(1), 1-15. Retrieved August 3, 2020 from .

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