Citations (29)
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Jamie L. Metsala & Sylvia Chanda Kalindi. (2022) The Effects of a Computer-Based Early Reading Program on the Literacy Skills of Kindergarten Students. Computers in the Schools 39:4, pages 373-393.
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Adria Patthoff, Jolene Castillo & Alejandra Treviño. (2021) Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse. Computers in the Schools 38:3, pages 161-188.
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Mahboubeh Taghizadeh & Zahra Hasani Yourdshahi. (2020) Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning 33:8, pages 982-1006.
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Trisevgeni Liontou. (2019) Foreign language learning for children with ADHD: evidence from a technology-enhanced learning environment. European Journal of Special Needs Education 34:2, pages 220-235.
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Jen Elise Prescott, Kristine Bundschuh, Elizabeth R. Kazakoff & Paul Macaruso. (2018) Elementary school–wide implementation of a blended learning program for reading intervention. The Journal of Educational Research 111:4, pages 497-506.
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Ricardo González-Carriedo & Pamela Esprívalo Harrell. (2018) Teachers' Attitudes Toward Technology in a Two-Way Dual-Language Program. Computers in the Schools 35:2, pages 111-133.
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Doris Luft Baker, Deni Lee Basaraba, Keith Smolkowski, Jillian Conry, Jarkko Hautala, Ulla Richardson, Sherril English & Ron Cole. (2017) Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention. Bilingual Research Journal 40:2, pages 222-239.
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Rachel Schechter, Paul Macaruso, Elizabeth R. Kazakoff & Elizabeth Brooke. (2015) Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades. Computers in the Schools 32:3-4, pages 183-200.
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Hsien-Sheng Hsiao, Cheng-Sian Chang, Chien-Yu Lin & Hsiu-Ling Hsu. (2015) “iRobiQ”: the influence of bidirectional interaction on kindergarteners’ reading motivation, literacy, and behavior. Interactive Learning Environments 23:3, pages 269-292.
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Articles from other publishers (20)
Genica Fae Bautista, Pol Ghesquière & Joke Torbeyns. (2024) Stimulating preschoolers’ early literacy development using educational technology: A systematic literature review. International Journal of Child-Computer Interaction 39, pages 100620.
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Renáta Kiss, Katalin Szili, Benő Csapó & Gyöngyvér Molnár. (2023) Empowering first graders with computer-based training to master pre-reading skills and bridge the learning gap. Education and Information Technologies.
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Benjamin Luke Moorhouse, Lucas Kohnke & Thomas K. F. Chiu. (2023) Developing a Context- and Subject-Specific Professional Digital Competence Framework for Beginning English Language Teachers in Hong Kong. The Asia-Pacific Education Researcher.
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Benjamin Luke Moorhouse. (2023) Teachers’ professional digital competence after a period of online teaching: the case of Hong Kong primary school English-language teachers. Asia Pacific Education Review.
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Benjamin Luke Moorhouse & Lu Yan. (2023) Use of Digital Tools by English Language Schoolteachers. Education Sciences 13:3, pages 226.
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Marita Konerding, Kirstin Bergström, Thomas Lachmann & Maria Klatte. (2023) Schulische Förderung bei Lese-Rechtschreibschwierigkeiten mit Lautarium. Lernen und Lernstörungen 12:1, pages 27-41.
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Steve Graham, Mariana Silva & M. Adelaida Restrepo. (2022) Reading intervention research with emergent bilingual students: a meta-analysis. Reading and Writing.
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Katalin Szili, Renáta Kiss, Benő Csapó & Gyöngyvér Molnár. (2022) Computer-Based Development of Reading Skills to Reduce Dropout in Uncertain Times. Journal of Intelligence 10:4, pages 89.
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Franziska Egert, Fabienne Hartig & Anne-Kristin Cordes. (2022) Metaanalyse zur Wirksamkeit von Bildungs- und Förderaktivitäten mit digitalen Medien in Kindertageseinrichtungen. Frühe Bildung 11:2, pages 73-84.
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Hassane Razkane, Adil Youssef Sayeh & Mohamed Yeou. (2021) University Teachers’ Attitudes Towards Distance Learning During COVID-19 Pandemic: Hurdles, Challenges, and Take-away Lessons. European Journal of Interactive Multimedia and Education 3:1, pages e02201.
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Fidel Çakmak, Ehsan Namaziandost & Tribhuwan Kumar. (2021) CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention. Education Research International 2021, pages 1-8.
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Younghee Cho, Dongil Kim & Sora Jeong. (2021) Evidence-based reading interventions for English language learners: A multilevel meta-analysis. Heliyon 7:9, pages e07985.
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Amanda Martinez-Lincoln, Marcia A. Barnes & Nathan H. Clemens. (2021) The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers. Annals of Dyslexia 71:2, pages 322-345.
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Amr Abdullatif Yassin, Norizan Abdul Razak & Nor Rizan Mohamad Maasum. (2019) Investigating the Need for Computer Assisted Cooperative Learning to Improve Reading Skills Among Yemeni University EFL Students. International Journal of Virtual and Personal Learning Environments 9:2, pages 15-31.
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Elizabeth R. Kazakoff, Paul Macaruso & Pam Hook. (2017) Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners. Educational Technology Research and Development 66:2, pages 429-449.
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Zhen Chai. (2017) Improving Early Reading Skills in Young Children Through an iPad App. Rural Special Education Quarterly 36:2, pages 101-111.
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Ya-yu Lo, Adrienne L. Anderson & Kimberly Bunch-Crump. (2016) Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction. Intervention in School and Clinic 52:3, pages 133-140.
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Zhen Chai, Kevin M. Ayres & Cynthia O. Vail. (2016) Using an iPad App to Improve Phonological Awareness Skills in Young English-Language Learners With Disabilities. Journal of Special Education Technology 31:1, pages 14-25.
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