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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dc.contributor.authorLiana, Leyla Hamis
dc.contributor.authorMrutu, Salehe I.
dc.contributor.authorMselle, Leonard
dc.date.accessioned2024-08-16T12:15:17Z
dc.date.available2024-08-16T12:15:17Z
dc.date.issued2024-01-15
dc.descriptionAbstract. Full text available at https://www.emerald.com/insight/content/doi/10.1108/JET-06-2023-0018/full/html
dc.description.abstractPurpose 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 for transparent 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 = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 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 = 1.13, p-value = 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.
dc.identifier.citationLiana, 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.
dc.identifier.doi10.1108/jet-06-2023-0018
dc.identifier.otherURL: https://www.emerald.com/insight/content/doi/10.1108/JET-06-2023-0018/full/html
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4626
dc.language.isoen
dc.publisherEmerald
dc.relation.ispartofJournal of Enabling Technologies
dc.subjectComputer-assisted instruction
dc.subjectIntellectual disabilities
dc.subjectTransparent languages
dc.subjectSemi- transparent languages
dc.subjectLearning disabilities
dc.subjectKindergarten
dc.subjectLanguage reading
dc.subjectTransparent language reading
dc.subjectReading
dc.subjectLanguage
dc.titleComputer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis
dc.typeArticle
oaire.citation.issue1
oaire.citation.volume18
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