Related Experiment Video
Updated: May 31, 2026
14:43
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
Published on: July 18, 2020
A meta-analysis of randomized controlled trials on technology-based interventions for elementary students with
1Prince Sattam bin Abdulaziz University, College of Education, Department of Special Education, Al-Kharj, Saudi Arabia.
Research in Developmental Disabilities
|May 28, 2026
Summary
Technology-based reading interventions show a small-to-moderate positive effect for elementary students with reading difficulties. These digital tools improve reading outcomes effectively across various student and instructional settings.
Area of Science:
- Education
- Psychology
- Human-Computer Interaction
Background:
- Technology-based reading interventions are increasingly used for elementary students with reading challenges.
- Existing research on their effectiveness and optimal implementation is inconsistent.
Purpose of the Study:
- To synthesize empirical evidence on the effectiveness of technology-based reading interventions for elementary students with reading difficulties.
- To investigate moderators influencing intervention outcomes.
Main Methods:
- A meta-analysis of 30 randomized controlled trials (2010-2025) involving 4851 participants.
- Multilevel meta-analytic techniques were used to analyze 160 effect sizes.
- Moderator analyses explored factors like targeted skill, grade level, and setting.
Main Results:
- A significant overall positive effect (g = 0.35) for technology-based reading interventions was found.
- Interventions yielded small-to-moderate improvements in reading outcomes.
- No tested moderators significantly explained the variability in intervention effects.
Conclusions:
- Technology-based reading interventions are effective for elementary students with reading difficulties.
- The positive effects appear consistent across different instructional approaches and student characteristics.
