Effects of educational technology applications on reading outcomes for struggling readers: a best-evidence synthesis. Baltimore, MD: Center for Research and Reform in Education, Johns Hopkins University.Д¬heung, A. Effectiveness of educational technology applications for enhancing reading achievement in KвЂ“12 classrooms: A meta-analysis. Small-group, computer-assisted tutoring to improve reading outcomes for struggling first and second graders. A comparison of the effects of reading interventions on engagement and performance for fourth-grade students with learning disabilities. Kamil (Eds.), Teaching and learning vocabulary: bringing research to practice. Size and sequence in vocabulary development: implications for choosing words for primary grade vocabulary instruction. Education and Treatment of Children, 40(2), 145вЂ“185. Second-grade urban learners: preliminary findings for a computer-assisted, culturally relevant, repeated reading intervention. G., Gardner, R., III., Cartledge, G., Ramnath, R., & Council, M. Learning Disabilities: A Contemporary Journal, 16(2), 205вЂ“229.Д«ennett, J. The effects of computer-assisted culturally relevant repeated readings on english learnersвЂ™ fluency and comprehension. Д«arber, M., Cartledge, G., Council, M., III., Konrad, M., Gardner, R., & Telesman, A. iPad and repeated reading to improve reading comprehension for young adults with intellectual disability. Language, Speech, and Hearing Services in Schools, 49(4), 829вЂ“842. Elementary grade intervention approaches to treat specific learning disabilities, including dyslexia. Most of the studies introduced intervention as independent practice, then as small groups, and then as one-to-one interventions.ДЄl Otaiba, S., Rouse, A. The majority of technology-based interventions targeted fluency skills and used computer programs, while vocabulary skills and tablet-based interventions were the least-targeted skills and tools. Descriptions of the studiesвЂ™ characteristics and interventions as well as an analytical review were provided. The studies were categorized by the five reading skills as reported by the National Reading Panel (National Reading Panel, Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, National Institute of Child Health and Human Development, Washington, DC, 2000). Forty-five research-based studies published from 2010 to 2020 were reviewed and synthesized.

This literature review synthesizes the most recent published studies on technology-based interventions for children with reading difficulties.

Thus, many literature reviews and meta-analyses have investigated the effectiveness of this type of intervention however, constant changes in the technology field make it important to review the most recent studies and how these studies were implemented to improve reading skills for students who performed below their peers. Technology-based interventions have been used to improve reading skills for students with reading difficulties.

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