Technology and Teaching Children to Read: What Does the Research Say?
Author: Northeast & Islands Regional Technology in Education Consortium (NEIRTEC)
Publisher: Education Development Center
Publication Date: 2004
Publication City: Newton
Publication State: MA
Full text available online at: http://www.neirtec.org/reading_report/
Abstract (written by WestEd)
This report is a meta-analysis of technology and reading research that meets the National Reading Panel's stringent research methodology criteria. It identifies five key types of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction) in an effective elementary reading program, as well as a framework of supportive multimedia technology components (present information and activities, assess student work, respond to student work, provide scaffolded support). For each of the five key types of reading instruction, it recommends effective teaching practices and potential technology component applications, along with providing the research supporting various uses of technology.
The report also explores research about other potential benefits of using technology in elementary reading instruction such as increased student motivation, integrated learning systems, reading management and assessment tools, and word processing. Lastly, it provides guidelines and additional resources for making decisions about technology.
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An Analysis of Utah's K-3 Reading Improvement Program
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