Technology as an intervention for struggling readers in grades K-8: a meta-analysis of educational research
The role ofthe teacher is critical in ensuring that all children are successful readers by providing alternate approaches to differentiated reading instruction, particularly for those students who do not respond to conventional remedial instruction. Computer technology is one method of supplementing instruction for these struggling readers. The current role ofNCLB directing curriculum and instruction does not directly support the use of this technology for students reading below grade level. The purpose of this thesis is threefold. First, to provide a metaanalysis of the abundant research existing for computer technology as a reading intervention in school-age children; second, intent to prove enough supporting research does in fact exist to endorse computer technology for this use; and finally, to question the recommendations of the National Reading Panel to NCLB authors. The methodology in this study is presented in the form of a matrix created for clear reference in the analysis of existing research on computer assisted reading programs for elementary aged students. Conclusions are presented to support endorsement by NCLB for the use of computer reading intervention in elementary schools. KEYWORDS: computer aided instruction, computer reading programs, differentiation, No Child Left Behind, reading, remedial reading, struggling readers, technology aided instruction.