Title of Study: Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis with Recommendations for Policy

Author(s): P. David Pearson, Richard E. Ferdig, Robert L. Blomeyer, Juan Moran

Summary:

This report uses meta-analysis of research articles to determine the effectiveness of digital literacy tools on middle school students’ literacy skills, including strategy use, metacognition, reading motivation, reading engagement and reading comprehension.

Sponsoring entity(s): Learning Point Associates

Date conducted: 2005

Location of the study: This study can be accessed through the NCREL website.

Setting(s) addressed:

• Digital media

Targeted population(s):

• Middle school

Primary sources of evidence used in the study or report:

• Meta-analysis of 20 experimental and quasi-experimental research studies from 1988 to 2005

Primary Technology Application(s) Addressed:

• Instructional software
• Computer delivery of content

Major education topic(s) addressed:

• Reading

Major findings/conclusions:

• The use of digital technologies led to moderate improvement of reading performance of middle school students on average.
  
  
  
• The technology interventions were most effective when aimed at the general middle school population.  A smaller, but still positive effect was seen for struggling readers and learning disabled students.
  
  
  
• A range of technology interventions was reviewed, with a corresponding range of effectiveness from slight to large.  Only one of the 20 studies reviewed had a slightly negative effect of the technology intervention.
  
  
  
• The most effective interventions were those created by a research team with a clear theoretical focus.  Commercial products and simply using technology as a delivery system had smaller, but still positive effects.

Practical implications of the findings:

• Technology-based reading interventions seem to be quite effective at the middle school level.
  
  
  
• Schools should carefully review technology-based reading programs, because there is a wide range of effectiveness.  This is especially true for products aimed at struggling readers.
  
  
  
• Relatively little research has focused on the effect of technology on advanced reading skills beyond reading acquisition in primary grades.  More research is needed at higher grade levels on comprehension and vocabulary, and especially on metacognition, use of reading strategies, motivation or engagement, which have not yet received rigorous experimental treatment.

Reviewer Comments:

This meta-analysis carefully screened the studies to be analyzed for experimental rigor and used appropriate analytical methods, which are well described.