Abstract

Much is known about how to improve students' comprehension when reading printed text; less is known about outcomes when reading digital text. The purpose of this meta-analysis was to analyze research on the impact of digital text interventions. A comprehensive literature search resulted in 27 group intervention studies with 16,513 participants. The overall weighted mean effect size for interventions designed to provide basic access to text was small (ES = -0.03, range -0.49 to 1.18), whereas a moderate effect size was obtained for interventions that served as instructional enhancements for digital text (ES = 0.51, range -0.35 to 1.57). These findings were consistent across grade level (elementary vs. secondary) and student type (with disabilities vs. without).

Citation

Berkeley, S., Kurz, L.A., Boykin, A. & Evmenova, A.S. (2015). Improving Reading Comprehension Using Digital Text: A Meta-Analysis of Interventions. International Journal for Research in Learning Disabilities, 2(2), 18-43. Retrieved August 12, 2024 from https://www.learntechlib.org/p/189356/.

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Keywords

• Coding
• Disabilities
• educational technology
• Effect Size
• Electronic Publishing
• Elementary Secondary Education
• Instructional Program Divisions
• Intervention
• Literature Reviews
• Meta Analysis
• Program Effectiveness
• reading comprehension
• research design
• Student Characteristics
• teaching methods
• Technology Uses in Education