Hossein Jamshidifarsani|Samir Garbaya|Theodore Lim|Pierre Blazevic|James Ritchie
Technology-based reading intervention programs for elementary grades: An analytical review
Université de Versailles Saint-Quentin-en-Yvelines|Inserm|Arts et Metiers Institute of Technology|Inserm|ParisTech|Heriot-Watt University|Université de Versailles Saint-Quentin-en-Yvelines|Inserm|Heriot-Watt University
modern societies role reading becoming increasingly crucial hence impairment reading ability seriously limit persons aspirations enormous importance reading essential skill modern life encouraged many researchers try find effective intervention approaches technology used extensively assist enhance literacy learning analytical review aims presenting comprehensive overview existing research technologybased technologyassisted reading interventions elementary grades 2000 2017 along analyzing various aspects studies extensive research 42 articles met inclusion criteria evaluated total 32 reading programs studies classified six categories phonological awareness phonics vocabulary comprehension fluency multicomponent reading category begins brief introduction content instructional mechanisms program category explained alongside outcome interventions found vocabulary interventions well using mobile tablet noncomputer technologies massively overlooked furthermore limited number programs focused fluency none addressed components addition despite required longterm practice fostering fluency reviewed studies average intervention time shorter intervention categories paper provides researchers solution developers extensive informative review current state art reading interventions additionally identifies current knowledge gaps defines future research directions develop effective reading programs