Information and communication technology reading interventions: A scoping review

Abstract

Background: Information and communication technology (ICT) reading interventions can help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have support.Objectives: (1) Provide an overview of ICT reading interventions used globally with primary school children. (2) Provide further information on the subset of studies conducted in majority world countries, describing the interventions used, their impact on reading and challenges faced.Method: A scoping review was used with a search strategy that yielded a total of 49 studies for inclusion in the main review (Objective 1), and a subset of five studies undertaken in the majority world (Objective 2).Results: Most published studies (93.88%, 46 studies) demonstrated positive outcomes of ICT reading interventions on learners’ reading. Well-researched programmes with demonstrated effectiveness included GraphoGame, ABRACADABRA, Reading RACES and Chassymo. Only five studies (10.2%) were conducted in the majority world, but all reported in this subset described positive literacy gains through ABRACADABRA and GraphoGame.Conclusion: There is a growing evidence base of ICT reading interventions that could be helpful in addressing the reading crisis in South Africa. Programmes such as ABRACADABRA and GraphoGame demonstrate effectiveness in a variety of contexts and may have a role to play in addressing the reading challenges faced by children in South Africa.Contribution: The review highlighted evidence supporting the use of ICT reading interventions. Evidence of such approaches in South Africa (and other majority world countries) remains limited and requires further evaluation of both existing and innovative, locally developed interventions.

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic

“…Particularly in the last decade, there has been a significant increase in the use of technology for assessment and intervention with learning disabilities (Dean et al, 2021). Several systematic reviews have shown that a wide diversity of technology is used in this field, from text-to-speech tools to computer-based software designed to improve specific skills (Chai and Chen, 2017;Wood et al, 2018;Dogan and Delialioglu, 2020).…”

“…Several systematic reviews have shown that a wide diversity of technology is used in this field, from text-to-speech tools to computer-based software designed to improve specific skills (Chai and Chen, 2017;Wood et al, 2018;Dogan and Delialioglu, 2020). One of the most widely used computer programs to promote basic reading skills is GraphoGame, which has been adapted for about two dozen of countries (Ojanen et al, 2015;Ahmed et al, 2020;Dean et al, 2021;Lyytinen et al, 2021). A recent systematic review by McTigue et al (2020) focused on the effects of GraphoGame on word reading skills.…”

Using ICT-based Interventions to Boost Malaysian Young Rural Learners' Interest and Motivation in Reading English Materials: A Literature Review

“…The absence of an English language requirement in rural areas presents a major barrier to learners' ability to become comfortable and proficient in usage. (Dean et al, 2021). The language gap in rural and underdeveloped educational environments, particularly in elementary and primary schools, is causing learners to struggle to understand instructions in ICT appliance language (Gull et al, 2020).…”

A Scoping Review of Research on the Use of Digital Technologies for Teaching Reading Fluency

“…A meta-review conducted by Hall et al in 2023 showed positive outcomes, particularly in terms of foundational skills such as phonics and word reading skills for students in the elementary years of school who have, or are at risk of, reading disabilities [57]. Likewise, a systematic review by Dean et al in 2020 found that reading programs have positive effects on the reading of students with reading difficulties [58].…”