Technology-assisted reading fluency interventions for students with reading difficulties: evidence from a meta-analytic approach of single case design studies

Abstract

Purpose

The purpose of this article was to provide a quantitative review of technology-assisted reading fluency interventions for students with disabilities and select moderator variables that may modify the effects of the interventions.

Materials and Methods

All reviewed 13 studies employed a single-case research design, targeting technology-assisted reading fluency interventions for students with learning disabilities (LDs) or learning difficulties. Studies were descriptively analysed and evaluated for methodological quality. Additionally, to examine the level and trend of reading fluency outcomes, Tau-U was calculated across the studies by measuring the impact of various moderator variables on the intervention effects.

Results and Conclusions

Overall, studies showed a moderate to strong effect on reading fluency and there was a significant difference in moderator variables such as student status, type of technology, and features of technology. While the current study found positive outcomes from technology-based fluency interventions for struggling readers suggesting the effectiveness of using technology for the improvement of reading fluency, educators should consider using a rubric when utilising tablets because of the limited instructional components. Possible explanations about intervention effects, moderator effects, and study qualities along with limitations and future research were discussed.

Implications for rehabilitation

• This article examined a quantitative review of technology-assisted reading fluency interventions for students with disabilities and those considered at-risk. From this examination, we suggest the following implications:

• More research is needed to explore the effectiveness of technology-assisted reading fluency interventions. Some studies exist exploring the effect of overall reading interventions, but more specific analyses are needed related specifically to fluency and technology-assisted fluency interventions.

• Due to continuous advancements in technology, more research is also needed related to the integration of tablets and applications (or apps) on reading fluency.

• The use of technology to teach fluency has a general positive outcome for at-risk students. However, these types of interventions are more effective if they also provide vocabulary support.

Keywords:

• Students with reading difficulties
• learning disabilities
• reading fluency
• tablet-assisted intervention

Disclosure statement

The Authors declare that there is no conflict of interest.

Figure 1. Forest plot of overall effect sizes.

Forest plot graphically represents the observed effect size, as well as the effect sizes from individual studies, 95% confidence intervals, and heterogeneity values.

Figure 2. Funnel plot of overall effect sizes.

Funnel plot is the graphical display of scatter plots of the effect sizes of the selected individual studies to detect the present of a publication bias.

Additional information

Funding

This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2020S1A3A2A02103411).