THE EFFECTIVENESS OF COMPUTER-ASSISTED READING INTERVENTIONS FOR ELEMENTARY SCHOOL STUDENTS: A META-ANALYSIS

Abstract

Underachievement in reading in the elementary years can lead to a number of risk factors and detrimental effects for students that persist throughout the lifespan (Gibson et. al., 2013; Armbruster, Lehr, & Osborn, 2001; Hernandez, 2011; Rumberger, 2011). With many school systems in our country facing a shortage of educators (Sutcher, Darling-Hammond, & Carver-Thomas, 2016), it is imperative that schools are armed with evidence-based interventions that are both effective and feasible to implement. Computer-assisted interventions (CAIs) may fit both criteria well, as they have a strong evidence base and can be implemented with multiple students at a time (Macaruso et al., 2006). The aim of this meta-analysis was to synthesize all available randomized-controlled-trials examining the effectiveness of reading CAIs. The results suggest that overall, reading CAI’s have a statistically significant and positive effect on students’ reading skills (d = 0.32). Additional analyses suggested that they are particularly effective for improving phonemic awareness (d = 0.39). Additional implications as well as limitations and suggestions for future directions are discussed.