Computer-Assisted Instruction to Enhance the Reading Comprehension of Struggling Readers: A Review of the Literature

Maria Earman Stetter · Marie Tejero Hughes

68 citations0/0 files storedJournal of Special Education Technology

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Reading and Literacy Development Behavioral and Psychological Studies Second Language Acquisition and Learning

Abstract

This literature review synthesizes the effects of computer-assisted instruction to enhance the reading comprehension of students with disabilities and struggling readers from 1985–2009. First, it addresses research that investigates the impact on comprehension when students are presented with computerized versus printed reading material. Second, it reviews work using computerized readers to enhance comprehension by compensating for reading difficulties. Finally, it considers research on a variety of tools used to help students gain meaning from the text with which they are engaged, often through Web-linked hypertext. Computer-based tools offer students with learning disabilities and reading difficulties interlinked support for reading. Intervention results are mixed, with many showing positive effects but not consistently so. Future research is needed to gauge the overall effectiveness of hypermedia supports on comprehension.

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2025Contemporary Issues in Technology and Teacher Education 2008Education and Treatment of Children 1998Reading for Understanding: Toward an R&D Program in Reading Comprehension 2002Comprehension instruction : research-based best practices 2000Changing How and What Children Learn in School with Computer-Based Technologies 1998Hypermedia as an Educational Technology: A Review of the Quantitative Research Literature on Learner Comprehension, Control, and Style 2003Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities 2007Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort

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