Connell, C., Bayliss, L. & Farmer,
W. (2012). Effects of e-Book readers and tablet computers on reading
comprehension. International Journal of Instructional Media,
39,(2), 131-140.
This study compared 201 university students’ reading comprehension of a print text, to a text on hand-held devices such as the Kindle 3 eBook reader and Apple’s iPad tablet computer. The purpose was to examine effect of the device used on reading comprehension and speed of reading. Participants were randomly assigned one of the three devices for reading, given a pretest, asked to read the text and quizzed on comprehension. Reading comprehension was not affected by the text format although readers with tablets read significantly slower. Findings revealed no problems with reading comprehension of text read on hand-held devices. Students were reluctant to adopt hand-held devices for academic reading purposes. Future studies could include longer reading times, investigate a variety of reading settings, and give more in-depth instruction on iPad’s note taking functions and other useful features. Finally, contrast between words and the background may affect reading comprehension and should be controlled for in future studies.
Cuevas, J., Russell, R. & Irving, M. (2012). An examination of the effect of customized reading modules on diverse secondary students’ reading comprehension and motivation. Educational Technology Research and Development, 60, 445-467.
The researchers designed a computer-based reading module to enhance four essential factors for improving reading comprehension and motivation including vocabulary, scaffolding prior knowledge, inferring and predicting, and cognitive and metacognitive strategies. The study examined the effect of using this module with students to improve reading comprehension and motivation. The 145 tenth grade secondary students were grouped in two groups. The control group received regular classroom instruction without independent silent reading (ISR). Two test groups with intervention performed ISR from a textbook or a computer reading module. All groups participated in pre- and post-tests on reading comprehension, text-specific reading assessments, and motivation. Both ISR groups made significant gains in reading comprehension and the students in the computer module group also performed better on text-specific assignments and showed more motivation to read. The results highlighted the potential of customized computer reading modules to enhance motivation and improve reading comprehension. Future studies should investigate the use of additional customized modules, and include more participants as well as more interventions and time spent using them.
Ertem, I. (2010). The effect of electronic storybooks on struggling fourth graders’ reading comprehension. The Turkish Online Journal of Educational Technology, 9, (4), 140-155.
This study investigated the use of electronic storybooks to enhance reading comprehension with fourth grade students all reading below grade level. The 77 participants were randomly assigned to one of the three groups in which they read from a print storybook or a computer presentation of the story with or without animation. Reading comprehension was assessed by having students re-tell the story. These were scored by one of the researchers as well as an independent rater. Findings revealed significant differences in reading comprehension scores between the groups using the electronic text with animation and the group using the printed storybooks. This finding suggests that electronic texts with animation may improve reading comprehension in students reading below grade level. The researchers' informal observation that students were usually more enthusiastic about reading electronic books suggests that future studies could investigate the motivational effects of using electronic texts with animation.
Fry, S. & Gosky, R. (2007/2008). Supporting social studies reading comprehension with an electronic pop-up dictionary. Journal of Research on Technology in Education, 40, (2), 127-139.
This study investigated the impact of reading texts online with a pop-up dictionary function for each word in the text and compared the effects of using three text formats on reading comprehension of middle school students. The 129 participants read text from a print text, and an online text with or without a pop-up dictionary for each word. The dictionary contained definitions at a middle school reading level. Researchers used a quantitative counterbalance design with a crossover analysis that allowed each participant to receive each treatment. Findings revealed that the online text with a pop-up dictionary was superior in most testing sequences to a print text or online reading method for increasing reading comprehension in Social Studies. The researchers acknowledged issues with access to computers and suggested more inexpensive hand-held computers for interventions of this kind. Future studies could investigate effects over a longer study/intervention period and should use standardized test scores to assess reading comprehension.
Grimshaw, S., Dungworth, N., McKnight, C. & Morris, A. (2007). Electronic books: children’s reading comprehension. British Journal of Educational Technology, 38, (4), 583-599.
This study investigated whether the medium of presentation (electronic, electronic with narration, or printed) affected children’s reading comprehension, reading speed, and reading enjoyment. The 132 participants listened to a short synopsis of a story and were asked to read an extract from the story in one of three mediums of presentation. The electronic version had an online dictionary, and the children were expected to read along with the CD-ROM in the electronic version with narration, sound effects and animated pictures. Students were given an age appropriate dictionary to accompany the print version. Participants were allowed to use the text (but not the narration) while completing the comprehension test. Findings revealed that it took longer for students to read the electronic text. The electronic text with narration resulted in significantly higher reading comprehension test scores than the other two conditions. Researchers should carefully consider the type of electronic books used in the study as many varieties exist that could help or hinder reading comprehension.
Lysenko, L. & Abrami, P. (2014). Promoting reading comprehension with the use of technology. Computers and Education, 75, 162-172.
This quasi-experimental design study, investigated the effects of the simultaneous integration of two free online web-based applications into the Language Arts Curriculum of grades one and two students. Specifically, it investigated the effects of the applications being embedded into classroom practice on students’ reading comprehension. Teachers were trained in and simultaneously implemented ABRACADABRA, an interactive media tool that used a balanced approach to developing emerging literacy, and ePEARL, a digital portfolio that supported the process of self-regulated learning. Findings revealed that teachers who consistently used the web-based applications had students who demonstrated higher learning gains in vocabulary and reading comprehension as measured on standardized tests. The findings suggest that these applications could be implemented by teachers, and the gains were augmented with more frequent use in the second installment of the study. Future research could investigate more practical means to promote self-regulated comprehension skills. Also attempts should be made to encourage a higher percentage of teachers to use these combined applications.
McNamara, D., O’Reilly, T., Best, R. & Ozuru, Y. (2006). Improving adolescent students’reading comprehension with iSTART. Journal of Educational Computing Research, 34 (2), 147-171.
This study examined the effectiveness of an automated reading strategy intervention - Interactive Strategy Trainer for Active Reading and Thinking ( i-START) for improving adolescent students’ comprehension of a science text. The 39 participants were administered an assessment to determine prior knowledge of reading strategies. They were divided into two groups; one was given the iSTART training and use and the other group was given a brief overview of using self-explanation. Students were asked to read the text, give a self-explanation of the text which involved having the reader type or say aloud what a portion of the text meant to them. They were tested on reading comprehension. Findings revealed that both iSTART training and prior knowledge of reading strategies contributed significantly to the quality of self-explanations and comprehension. The program contributed to significant reading comprehension gains on text-based questions for students with less knowledge of reading strategies and inference questions for those with greater prior knowledge of reading strategies. Future research should investigate whether additional, extended training will result in greater reading comprehension gains.
Murphy, P. (2007). Reading comprehension exercises online: The effects of feedback, proficiency and interaction. Language Learning & Technology, 11, (3), 107-129.
This study investigated the effects of Knowledge of Correct Response (KCR) feedback and Elaborative Feedback (EF) in computer-assisted language learning activities, on reading comprehension. The 321 participants were divided into two groups with higher or lower English proficiency levels and were assigned to work in pairs or individually. The participants read a text and answered two multiple-choice comprehension exercises. In the first exercise the treatment group had KCR feedback and the control had EF but in the second, both groups had KCR feedback. Pairs of students were video-taped and the videos were transcribed. Findings revealed that pairs of students who received EF made significant gains in reading comprehension, as compared with student who worked individually. The researchers noted that quality interaction was only achieved in pairs who received EF. The findings suggest that software designers should include both types of feedback. EF should direct students back to key areas of the text to identify errors themselves, rephrase questions which are incorrectly answered, and provide more specific hints if answers are still incorrect.
Ponce, H., Lopez, M. & Mayer, R. (2012). Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies. Computers and Education, 59, 1170-1183.
This quasi-experimental study compared the effectiveness of a computer-based instructional program (e-PELS) designed to provide direct instruction in multiple reading comprehension strategies. Participants included 83 students in a control group who were given regular classroom instruction and 742 students who were instructed using e-PELS embedded in regular instruction. Students were given a pre- and post-test which was a standardized test and a learning strategy test towards the end of the intervention. The findings confirmed the effectiveness of the e-PELS intervention as compared with the control group in promoting gains in reading comprehension. The results indicated more significant gains for low-achieving students. This study is consistent with research that provides evidence that single or multiple strategy instruction is effective for improving comprehension, but unlike other studies it uses a computer-based environment. Further research could implement time management and organization in the software application, study how school management styles affect implementation, and investigate ways to transfer reading comprehension gains to other subject areas.
Ponce, H., Mayer, R. & Lopez, M. (2013). A computer based spatial learning strategy approach that improves reading comprehension and writing. Educational Technology Research Development, 61, 819-840.
This study investigated the effectiveness of a computer-based spatial learning strategy for improving reading comprehension and writing. The 2468 participants in grades four, six and eight were randomly assigned to a computer-based instruction (CBI) group or a traditional instruction (TI) group. Teachers in the CBI group were given training in reading comprehension strategies. The researchers designed the software used in the study. The software provided students with learning strategies specifically used to enhance reading comprehension, most of which were graphic organizers. Students in both groups completed a standardized pre- and post-test on reading comprehension and writing. Findings revealed that only the CBI group made significant gains in reading comprehension and writing, though the results could not be directly attributed to the software program. Further studies could take into consideration how programs are implemented as well as the management systems and teacher support in each school. They could also investigate which graphic organizers are more effective in specific grade levels and how much practice is needed with the program.
Roberts M. & Barber, C. (2013). Effects of reading formats on the comprehension of new independent readers. Journal of Literacy and Technology, 14, (2), 24-55.
This study examined differences in reading comprehension depending on text format (print or electronic books on a laptop). The researchers also investigated whether differences in reading comprehension could be attributed to reading levels of newly independent readers. The 30 second-grade students were identified as advanced or proficient readers and they read a text in both print and electronic formats. A short multiple-choice quiz was used to assess reading comprehension and participants completed a survey as well. Findings revealed that advanced readers had marginal to significant gains in reading comprehension regardless of which format was used first. By contrast, the proficiency group had greater comprehension gains only when using the print books. Most participants preferred the e-book but only the proficient group demonstrated consistent reading enjoyment. Both groups were divided in their preferences of format based upon usability. Though the results were inconclusive, they did indicate that advanced readers improved reading comprehension regardless of text format. Future studies could take place in a typical reading environment, allow participants to self-select text, and consider the motivational effects of e-books.
Rodriguez, C., Filler, J. & Higgins, K. (2012). Using primary language support via computer to improve reading comprehension skills of first grade English language learners. Computers in the Schools, 29, 253-267.
This study investigated the effects of using primary language (Spanish) support via computer for first-grade English language learners. The Lexia Learning computer program which provided instructions in English or Spanish was used. The 28 participants were divided into two groups and each group was given three centre-based interventions, over an 8 week period. Centres were consistent for each group except in the third centre, one group was given instructions in English and the other in their primary language. Students were given a pre-test to ensure the groups were not statistically different. Findings revealed that the students instructed in Spanish had statistically significant greater gains in reading comprehension. These students also preferred the Spanish instruction. Future studies could look at variations of this study that include comparisons of similar computer programs, longer intervention periods, larger sample sizes and participants of different ages. The Lexia Learning computer program may be useful in increasing fluency, word reading, and comprehension of EL learners when used consistently and in conjunction with classroom instruction.
Salmeron, L. & Garcia, V. (2012). Children’s reading of printed text and hypertext with navigation overviews: The role of comprehension, sustained attention, and visuo-spatial abilities. Journal of Educational Computing Research, 47, (1), 35-50.
This study assessed the impact of comprehension skills, sustained attention and visuo-spatial abilities, on reading comprehension of print and hypertext versions of a text. The researchers designed the hyper-text that included a navigation overview but no embedded links in the text. The 66 participants were sixth grade students with no diagnosis of a learning disability. Standardized tests were used to test comprehension skills and visuo-spatial abilities, and a test on perception of differences was used to assess sustained-attention. Participants read a print text or hypertext and answered retrieving and integrating reading comprehension questions. Findings revealed that participants with low sustained-attention abilities made significant gains on integrating comprehension questions. The researchers also found that the use of a hypertext did not require additional visuo-spatial skills. Future research could investigate other types of hypertext structural features such as adaptive hyperlinks. Also, the integration of concept mapping in hyperlinks would contribute to existing findings. Similar studies could include participants diagnosed with severe attentional deficits.
Schugar, J, Schugar, H., & Penny, C. (2011). A nook or a book: Comparing college students’ reading comprehension level, critical reading, and study skills. International Journal of Technology in Teaching and Learning, 7, (2), 174-192.
This study examined how students use e-readers for academic reading and assessed whether reading comprehension differs depending on type of text read. The researchers investigated whether reading strategies were different depending on the type of text (print or Nook e-reader). They chose 30 participants who were enrolled in a remedial college non-credit composition course. The data consisted of two surveys, pre- and post-intervention, and four written responses which assessed reading comprehension. Findings revealed no significant differences in reading comprehension. Nook users reported that though they were strategic readers when they read print text, they were not when they read from the e-reader. They used book-marking and the dictionary but used highlighting and note-taking less frequently. Future studies could include more participants who also demonstrate motivation to read. As well, participants could be given more instruction on how to use devices for higher-level functions beyond basic reading. The researchers noted immense implications for research opportunities in this area due to unanswered questions and conflicting findings related to reading comprehension and e-readers.
Tozcu, A. & Coady, J. (2004). Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed. Computer Assisted Language Learning, 17, (5), 473-495.
This study investigated if students studying English as a second language would improve their reading comprehension using a tutorial computer assisted language learning program (CALL) called New Lexis. The 65 participants came from a variety of language backgrounds and were given pre- and post-tests in vocabulary knowledge, reading comprehension, and reaction time to recall frequently used words. The participants, who were studying English full time, were randomly assigned to two statistically comparable groups. Students in the treatment group used CALL and studied about 2000 high frequency words and the control group read print texts and did comprehension exercises. The study was conducted three hours per week for eight weeks. Findings revealed that students using the CALL program showed significant increases in vocabulary knowledge and reading comprehension as compared to the control group. As well, students in the treatment group showed significant gains in automaticity of recognizing frequently used words. Future recommendations included use of a longitudinal study and embedding extensive leisure reading into the intervention.
This study compared 201 university students’ reading comprehension of a print text, to a text on hand-held devices such as the Kindle 3 eBook reader and Apple’s iPad tablet computer. The purpose was to examine effect of the device used on reading comprehension and speed of reading. Participants were randomly assigned one of the three devices for reading, given a pretest, asked to read the text and quizzed on comprehension. Reading comprehension was not affected by the text format although readers with tablets read significantly slower. Findings revealed no problems with reading comprehension of text read on hand-held devices. Students were reluctant to adopt hand-held devices for academic reading purposes. Future studies could include longer reading times, investigate a variety of reading settings, and give more in-depth instruction on iPad’s note taking functions and other useful features. Finally, contrast between words and the background may affect reading comprehension and should be controlled for in future studies.
Cuevas, J., Russell, R. & Irving, M. (2012). An examination of the effect of customized reading modules on diverse secondary students’ reading comprehension and motivation. Educational Technology Research and Development, 60, 445-467.
The researchers designed a computer-based reading module to enhance four essential factors for improving reading comprehension and motivation including vocabulary, scaffolding prior knowledge, inferring and predicting, and cognitive and metacognitive strategies. The study examined the effect of using this module with students to improve reading comprehension and motivation. The 145 tenth grade secondary students were grouped in two groups. The control group received regular classroom instruction without independent silent reading (ISR). Two test groups with intervention performed ISR from a textbook or a computer reading module. All groups participated in pre- and post-tests on reading comprehension, text-specific reading assessments, and motivation. Both ISR groups made significant gains in reading comprehension and the students in the computer module group also performed better on text-specific assignments and showed more motivation to read. The results highlighted the potential of customized computer reading modules to enhance motivation and improve reading comprehension. Future studies should investigate the use of additional customized modules, and include more participants as well as more interventions and time spent using them.
Ertem, I. (2010). The effect of electronic storybooks on struggling fourth graders’ reading comprehension. The Turkish Online Journal of Educational Technology, 9, (4), 140-155.
This study investigated the use of electronic storybooks to enhance reading comprehension with fourth grade students all reading below grade level. The 77 participants were randomly assigned to one of the three groups in which they read from a print storybook or a computer presentation of the story with or without animation. Reading comprehension was assessed by having students re-tell the story. These were scored by one of the researchers as well as an independent rater. Findings revealed significant differences in reading comprehension scores between the groups using the electronic text with animation and the group using the printed storybooks. This finding suggests that electronic texts with animation may improve reading comprehension in students reading below grade level. The researchers' informal observation that students were usually more enthusiastic about reading electronic books suggests that future studies could investigate the motivational effects of using electronic texts with animation.
Fry, S. & Gosky, R. (2007/2008). Supporting social studies reading comprehension with an electronic pop-up dictionary. Journal of Research on Technology in Education, 40, (2), 127-139.
This study investigated the impact of reading texts online with a pop-up dictionary function for each word in the text and compared the effects of using three text formats on reading comprehension of middle school students. The 129 participants read text from a print text, and an online text with or without a pop-up dictionary for each word. The dictionary contained definitions at a middle school reading level. Researchers used a quantitative counterbalance design with a crossover analysis that allowed each participant to receive each treatment. Findings revealed that the online text with a pop-up dictionary was superior in most testing sequences to a print text or online reading method for increasing reading comprehension in Social Studies. The researchers acknowledged issues with access to computers and suggested more inexpensive hand-held computers for interventions of this kind. Future studies could investigate effects over a longer study/intervention period and should use standardized test scores to assess reading comprehension.
Grimshaw, S., Dungworth, N., McKnight, C. & Morris, A. (2007). Electronic books: children’s reading comprehension. British Journal of Educational Technology, 38, (4), 583-599.
This study investigated whether the medium of presentation (electronic, electronic with narration, or printed) affected children’s reading comprehension, reading speed, and reading enjoyment. The 132 participants listened to a short synopsis of a story and were asked to read an extract from the story in one of three mediums of presentation. The electronic version had an online dictionary, and the children were expected to read along with the CD-ROM in the electronic version with narration, sound effects and animated pictures. Students were given an age appropriate dictionary to accompany the print version. Participants were allowed to use the text (but not the narration) while completing the comprehension test. Findings revealed that it took longer for students to read the electronic text. The electronic text with narration resulted in significantly higher reading comprehension test scores than the other two conditions. Researchers should carefully consider the type of electronic books used in the study as many varieties exist that could help or hinder reading comprehension.
Lysenko, L. & Abrami, P. (2014). Promoting reading comprehension with the use of technology. Computers and Education, 75, 162-172.
This quasi-experimental design study, investigated the effects of the simultaneous integration of two free online web-based applications into the Language Arts Curriculum of grades one and two students. Specifically, it investigated the effects of the applications being embedded into classroom practice on students’ reading comprehension. Teachers were trained in and simultaneously implemented ABRACADABRA, an interactive media tool that used a balanced approach to developing emerging literacy, and ePEARL, a digital portfolio that supported the process of self-regulated learning. Findings revealed that teachers who consistently used the web-based applications had students who demonstrated higher learning gains in vocabulary and reading comprehension as measured on standardized tests. The findings suggest that these applications could be implemented by teachers, and the gains were augmented with more frequent use in the second installment of the study. Future research could investigate more practical means to promote self-regulated comprehension skills. Also attempts should be made to encourage a higher percentage of teachers to use these combined applications.
McNamara, D., O’Reilly, T., Best, R. & Ozuru, Y. (2006). Improving adolescent students’reading comprehension with iSTART. Journal of Educational Computing Research, 34 (2), 147-171.
This study examined the effectiveness of an automated reading strategy intervention - Interactive Strategy Trainer for Active Reading and Thinking ( i-START) for improving adolescent students’ comprehension of a science text. The 39 participants were administered an assessment to determine prior knowledge of reading strategies. They were divided into two groups; one was given the iSTART training and use and the other group was given a brief overview of using self-explanation. Students were asked to read the text, give a self-explanation of the text which involved having the reader type or say aloud what a portion of the text meant to them. They were tested on reading comprehension. Findings revealed that both iSTART training and prior knowledge of reading strategies contributed significantly to the quality of self-explanations and comprehension. The program contributed to significant reading comprehension gains on text-based questions for students with less knowledge of reading strategies and inference questions for those with greater prior knowledge of reading strategies. Future research should investigate whether additional, extended training will result in greater reading comprehension gains.
Murphy, P. (2007). Reading comprehension exercises online: The effects of feedback, proficiency and interaction. Language Learning & Technology, 11, (3), 107-129.
This study investigated the effects of Knowledge of Correct Response (KCR) feedback and Elaborative Feedback (EF) in computer-assisted language learning activities, on reading comprehension. The 321 participants were divided into two groups with higher or lower English proficiency levels and were assigned to work in pairs or individually. The participants read a text and answered two multiple-choice comprehension exercises. In the first exercise the treatment group had KCR feedback and the control had EF but in the second, both groups had KCR feedback. Pairs of students were video-taped and the videos were transcribed. Findings revealed that pairs of students who received EF made significant gains in reading comprehension, as compared with student who worked individually. The researchers noted that quality interaction was only achieved in pairs who received EF. The findings suggest that software designers should include both types of feedback. EF should direct students back to key areas of the text to identify errors themselves, rephrase questions which are incorrectly answered, and provide more specific hints if answers are still incorrect.
Ponce, H., Lopez, M. & Mayer, R. (2012). Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies. Computers and Education, 59, 1170-1183.
This quasi-experimental study compared the effectiveness of a computer-based instructional program (e-PELS) designed to provide direct instruction in multiple reading comprehension strategies. Participants included 83 students in a control group who were given regular classroom instruction and 742 students who were instructed using e-PELS embedded in regular instruction. Students were given a pre- and post-test which was a standardized test and a learning strategy test towards the end of the intervention. The findings confirmed the effectiveness of the e-PELS intervention as compared with the control group in promoting gains in reading comprehension. The results indicated more significant gains for low-achieving students. This study is consistent with research that provides evidence that single or multiple strategy instruction is effective for improving comprehension, but unlike other studies it uses a computer-based environment. Further research could implement time management and organization in the software application, study how school management styles affect implementation, and investigate ways to transfer reading comprehension gains to other subject areas.
Ponce, H., Mayer, R. & Lopez, M. (2013). A computer based spatial learning strategy approach that improves reading comprehension and writing. Educational Technology Research Development, 61, 819-840.
This study investigated the effectiveness of a computer-based spatial learning strategy for improving reading comprehension and writing. The 2468 participants in grades four, six and eight were randomly assigned to a computer-based instruction (CBI) group or a traditional instruction (TI) group. Teachers in the CBI group were given training in reading comprehension strategies. The researchers designed the software used in the study. The software provided students with learning strategies specifically used to enhance reading comprehension, most of which were graphic organizers. Students in both groups completed a standardized pre- and post-test on reading comprehension and writing. Findings revealed that only the CBI group made significant gains in reading comprehension and writing, though the results could not be directly attributed to the software program. Further studies could take into consideration how programs are implemented as well as the management systems and teacher support in each school. They could also investigate which graphic organizers are more effective in specific grade levels and how much practice is needed with the program.
Roberts M. & Barber, C. (2013). Effects of reading formats on the comprehension of new independent readers. Journal of Literacy and Technology, 14, (2), 24-55.
This study examined differences in reading comprehension depending on text format (print or electronic books on a laptop). The researchers also investigated whether differences in reading comprehension could be attributed to reading levels of newly independent readers. The 30 second-grade students were identified as advanced or proficient readers and they read a text in both print and electronic formats. A short multiple-choice quiz was used to assess reading comprehension and participants completed a survey as well. Findings revealed that advanced readers had marginal to significant gains in reading comprehension regardless of which format was used first. By contrast, the proficiency group had greater comprehension gains only when using the print books. Most participants preferred the e-book but only the proficient group demonstrated consistent reading enjoyment. Both groups were divided in their preferences of format based upon usability. Though the results were inconclusive, they did indicate that advanced readers improved reading comprehension regardless of text format. Future studies could take place in a typical reading environment, allow participants to self-select text, and consider the motivational effects of e-books.
Rodriguez, C., Filler, J. & Higgins, K. (2012). Using primary language support via computer to improve reading comprehension skills of first grade English language learners. Computers in the Schools, 29, 253-267.
This study investigated the effects of using primary language (Spanish) support via computer for first-grade English language learners. The Lexia Learning computer program which provided instructions in English or Spanish was used. The 28 participants were divided into two groups and each group was given three centre-based interventions, over an 8 week period. Centres were consistent for each group except in the third centre, one group was given instructions in English and the other in their primary language. Students were given a pre-test to ensure the groups were not statistically different. Findings revealed that the students instructed in Spanish had statistically significant greater gains in reading comprehension. These students also preferred the Spanish instruction. Future studies could look at variations of this study that include comparisons of similar computer programs, longer intervention periods, larger sample sizes and participants of different ages. The Lexia Learning computer program may be useful in increasing fluency, word reading, and comprehension of EL learners when used consistently and in conjunction with classroom instruction.
Salmeron, L. & Garcia, V. (2012). Children’s reading of printed text and hypertext with navigation overviews: The role of comprehension, sustained attention, and visuo-spatial abilities. Journal of Educational Computing Research, 47, (1), 35-50.
This study assessed the impact of comprehension skills, sustained attention and visuo-spatial abilities, on reading comprehension of print and hypertext versions of a text. The researchers designed the hyper-text that included a navigation overview but no embedded links in the text. The 66 participants were sixth grade students with no diagnosis of a learning disability. Standardized tests were used to test comprehension skills and visuo-spatial abilities, and a test on perception of differences was used to assess sustained-attention. Participants read a print text or hypertext and answered retrieving and integrating reading comprehension questions. Findings revealed that participants with low sustained-attention abilities made significant gains on integrating comprehension questions. The researchers also found that the use of a hypertext did not require additional visuo-spatial skills. Future research could investigate other types of hypertext structural features such as adaptive hyperlinks. Also, the integration of concept mapping in hyperlinks would contribute to existing findings. Similar studies could include participants diagnosed with severe attentional deficits.
Schugar, J, Schugar, H., & Penny, C. (2011). A nook or a book: Comparing college students’ reading comprehension level, critical reading, and study skills. International Journal of Technology in Teaching and Learning, 7, (2), 174-192.
This study examined how students use e-readers for academic reading and assessed whether reading comprehension differs depending on type of text read. The researchers investigated whether reading strategies were different depending on the type of text (print or Nook e-reader). They chose 30 participants who were enrolled in a remedial college non-credit composition course. The data consisted of two surveys, pre- and post-intervention, and four written responses which assessed reading comprehension. Findings revealed no significant differences in reading comprehension. Nook users reported that though they were strategic readers when they read print text, they were not when they read from the e-reader. They used book-marking and the dictionary but used highlighting and note-taking less frequently. Future studies could include more participants who also demonstrate motivation to read. As well, participants could be given more instruction on how to use devices for higher-level functions beyond basic reading. The researchers noted immense implications for research opportunities in this area due to unanswered questions and conflicting findings related to reading comprehension and e-readers.
Tozcu, A. & Coady, J. (2004). Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed. Computer Assisted Language Learning, 17, (5), 473-495.
This study investigated if students studying English as a second language would improve their reading comprehension using a tutorial computer assisted language learning program (CALL) called New Lexis. The 65 participants came from a variety of language backgrounds and were given pre- and post-tests in vocabulary knowledge, reading comprehension, and reaction time to recall frequently used words. The participants, who were studying English full time, were randomly assigned to two statistically comparable groups. Students in the treatment group used CALL and studied about 2000 high frequency words and the control group read print texts and did comprehension exercises. The study was conducted three hours per week for eight weeks. Findings revealed that students using the CALL program showed significant increases in vocabulary knowledge and reading comprehension as compared to the control group. As well, students in the treatment group showed significant gains in automaticity of recognizing frequently used words. Future recommendations included use of a longitudinal study and embedding extensive leisure reading into the intervention.