This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All schools compared 159 first-grade students randomly assigned to technology or nontechnology conditions in a year-long study. Across all students, significant differences favored the technology condition on Woodcock Letter-Word Identification and Word Attack and GORT Fluency and Total scales (median ES = +0.28). Tutored first graders who received both technology enhancements scored significantly higher on the GORT, Woodcock Letter-Word and Word Attack, Fluency, Comprehension, and Total scales (median ES = +0.53). Nontutored students who experienced just the embedded multimedia scored significantly higher than nontutored control students on Woodcock Letter-Word Identification and GORT Total scores, and marginally higher on GORT Fluency (median ES = +0.27). Results suggested that video and computer technology embedded in instruction may accelerate children's learning.
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