Associations among Variables in Technology-Enhanced Phonological Awareness Programmes Based on a Meta-Analysis

Abstract

This article presents a quantitative approach of a systematic literature review, namely a meta-analysis, using 19 technology-based phonological awareness interventions carried out over the last decade, aiming at technology-mediated reading acquisition and focusing specifically on the capabilities of phonological awareness. The study showed consistent positive effects when compared with non-technological intervention programmes in preschoolers. The selected interventions fall into quasi-experimental designs with post-intervention measurements, and experimental and control groups. Aspects related to the participants, intervention or programme, methodology, and external factors to the research itself were coded and controlled. Associations found for the moderating variables were the type of technology used, the age of the participant, and the duration of the programme. We conclude by recognising the usefulness of a meta-analysis as an appropriate method that is capable of distinguishing among the various studies on the presence of effective factors in the development of phonological awareness instruction.