Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis

This meta-analysis focused on the effects of computer-supported word reading interventions (foundational instruction, supplementary alphabetics, fluency, remedial reading) related outcome measures (letter knowledge, phonological awareness, and pseudoword reading, sentence text spelling, as well transfer to comprehension) across different languages in primary school children starting from 1995. We identified 67 studies with a total number 10734 throughout grades which 694 effect sizes were derived. Following multilevel approach, average size was 0.36 95% CI (0.28, 0.43). There also evidence comprehension, 69 an 0.21 (95% 0.13–0.29). Large variation observed between especially comparisons within studies. The moderated by treatment length, subword level criterion variable speeded tests. dependent control group condition that higher case education usual lower cases condition. It is concluded technology enhanced yield moderate positive both accuracy speed learning program types languages.