Title of Study:  The 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, Jr., Juan Moran

Summary:
This article reports a meta-analysis of 20 research articles addressing the use of digital tools and digital learning environments to improve reading performance of middle-school students.  The authors looked for technology effects on advanced reading skills, including comprehension, metacognition, strategy use, motivation and engagement.  They tried to identify specific factors associated with effective interventions.


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:

• Classroom

Targeted population(s):

• Middle school

Primary sources of evidence used in the study or report:

• Meta-analysis of 20 published research articles

Primary Technology Application(s) Addressed:

• Instructional software
• Digital learning environments

Major education topic(s) addressed:

• Reading

Major findings/conclusions:

• Digital learning environments and digital tools can improve reading comprehension and vocabulary in middle school students, but too few rigorous research studies are available to specify the efficacy of specific uses of technology on reading skills
• There are a few studies that suggest technology might have an effect on metacognitive performance, but no research on motivation or engagement
• In most studies, reading improved more in the general population than in specialized populations like struggling readers and students with reading disabilities
• Reading intervention technologies created by researchers for a specific study were more effective in improving reading performance than commercial products, and also more effective than simply using technology as a delivery mechanism for existing curriculum

Practical implications of the findings:

• Standardized measures of reading from commercial companies were less sensitive to changes in reading ability than researcher-created measures in several studies
• Because struggling readers and students with disabilities had less positive outcomes than the general population, it is important to screen reading products specifically for these populations before purchase

Reviewer Comments:
This meta-analysis was able to use results from only 20 studies because of the specific focus on technology and reading in middle school and the lack of rigorous research in this area for this age group.