Technology Applications for Students with Literacy Problems: A Critical Review

MacArthur, Charles A.; Ferretti, Ralph P.; Okolo, Cynthia M.; Cavalier, Albert R.

doi:10.1086/499669

Cited by 129 publications

(86 citation statements)

References 52 publications

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“…Historically, computer-assisted instruction (CAI) has been found to be a valuable supplementary aid to support reading acquisition, particularly for struggling students (see MacArthur, Ferretti, Okolo, & Cavalier, 2001). CAI allows students to work at their own pace so that they can receive sufficient, independent practice that may not be possible within a traditional classroom setting (Johnson, Perry, & Shamir, 2010).…”

Section: Abstract Reading Blended Learning Low Ses Technology Engmentioning

confidence: 99%

Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

Schechter

Macaruso

Kazakoff

et al. 2015

Computers in the Schools

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Section: Abstract Reading Blended Learning Low Ses Technology Engmentioning

confidence: 99%

Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

Schechter

Macaruso

Kazakoff

et al. 2015

Computers in the Schools

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“…Computer speech, along with interesting graphics, animation, and speech recording, has permitted the development of programs that are highly motivating to children (Mayer & Moreno, 2002). Numerous studies have investigated the use of computer-based training to aid in reading instruction (for reviews, see Blok, Oostdam, Otter, & Overmaat, 2002;MacArthur, Ferretti, Okolo, & Cavalier, 2001) The most extensive work in this area has been conducted by Wise and colleagues. Olson, Foltz, and Wise (1986), Olson and Wise (1992) and Wise, Ring, and Olson (2000) have explored the use of synthetic computer speech as a remedial tool for dyslexic children's deficits in printed word recognition.…”

Section: Computer-aided Learningmentioning

confidence: 99%

Computer‐based training with ortho‐phonological units in dyslexic children: new investigations

et al. 2008

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This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a speech-therapy clinic with individual case studies (Experiment 2). A classical pre-test, training, post-test design was used. The main findings indicated an improvement in reading scores after short intensive training (10 h) in Experiment 1 and progress in the reading and spelling scores obtained by the dyslexic children (training for 8 h) in Experiment 2. These results are discussed within the frameworks of both the speech-specific deficit theory of dyslexia and the connectionist models of reading development.

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“…They recommended that educators consider technology as an important resource for improving young adolescent learners' reading achievement, a recommendation consistent with that of the National Reading Panel (NRP;2000) and others' reviews of technology and literacy (Dalton & Strangman, 2006;MacArthur, Ferretti, Okolo, & Cavalier, 2001). At the same time, Moran et al pointed to the paucity of research in this area and the need to increase the role of researchers in developing and studying technology-mediated reading comprehension.…”

mentioning

confidence: 95%

Designing for Diversity

Dalton

Proctor

Uccelli

et al. 2011

Journal of Literacy Research

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This study examined the relative contribution of reading comprehension strategies and interactive vocabulary in Improving Comprehension Online (ICON), a universally designed web-based scaffolded text environment designed to improve fifthgrade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31 bilingual students from six classrooms were assigned to one of three ICON conditions: reading comprehension strategies, vocabulary, or a combined version of comprehension strategies and vocabulary. Students read eight multimedia folktales and informational texts within their respective ICON condition and completed embedded activities, researcher measures of comprehension and vocabulary, and pre-and postintervention standardized reading achievement tests. ANCOVA results indicated that after controlling for initial reading achievement, there was a main effect for condition on the researcher measure of vocabulary, with

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Technology Applications for Students with Literacy Problems: A Critical Review

Cited by 129 publications

References 52 publications

Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

Computer‐based training with ortho‐phonological units in dyslexic children: new investigations

Designing for Diversity

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