Improving Reading Comprehension Using Digital Text: A Meta-Analysis of Interventions

Abstract: Much is known about how to improve students’ comprehension when reading printed text; less is known about outcomes when reading digital text. The purpose of this meta-analysis was to analyze research on the impact of digital text interventions. A comprehensive literature search resulted in 27 group intervention studies with 16,513 participants. The overall weighted mean effect size for interventions designed to provide basic access to text was small (ES = -.03, range -.49 to 1.18), whereas a moderate effect size was obtained for interventions that served as instructional enhancements for digital text (ES = .51, range -.35 to 1.57). These findings were consistent across grade level (elementary vs. secondary) and student type (with disabilities vs. without). https://journals.ub.uni-koeln.de/index.php/IJRLD/article/view/1854

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Improving Reading Comprehension Using Digital Text: A Meta-Analysis of Interventions ; volume:2 ; number:2 ; year:2015 ; International journal for research in learning disabilities ; 2, Heft 2 (2015)

Beteiligte, Orts- und Zeitangaben

• Urheber: Berkeley, Sheri ; Kurz, Leigh Ann ; Boykin , Andrea ; Evmenova, Anya S.

Weitere Informationen

• URN: urn:nbn:de:101:1-2406131449004.003883112438
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 14.08.2025, 11:00 MESZ