Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Emerald
Abstract
Purpose – Computer-assisted instruction (CAI) has been used to combat reading challenges, namely reading
accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD).Whilst most reading CAI
effectiveness has been studied in English, other transparent languages have less evidence. This study provides a
systematic review and meta-analysis of CAI effectiveness fortransparent language reading for K-3 learners with IDLD.
Design/methodology/approach – This study systematically reviews academic peer-reviewed studies from
2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were
searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct
databases, references and systematic review articles. Reading component skills effect sizes were computed
using the random effect sizes model.
Findings – 11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found.
A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d 5 0.24, p-value 5 0.063
and confidence interval (CI) 95% ( 0.068–0.551) for phonics and phonemic awareness d 5 0.41,
p-value 5 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a
maximum of 16 weeks, CAI had better retention with d 5 1.13, p-value 5 0.066 and CI 95%( 0.339–2.588).
However, these results must be interpreted with a concern of only using published studies.
Originality/value – The study contributes to quantitative CAI effectiveness for transparent language reading
components for learners with IDLD.
Description
Full text. Available at https://doi.org/10.1108/JET-06-2023-0018
Keywords
Computer-assisted instruction, Reading, Intellectual disabilities, Transparent languages, Semi transparent languages, Learning disabilities, Transfer, Retention, Kindergarten
Citation
Liana, L. H., Mrutu, S. I., & Mselle, L. (2024). Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis. Journal of Enabling Technologies, 18(1), 28-49.