Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

IF 1.7 Q2 REHABILITATION

Journal of Enabling Technologies Pub Date : 2024-01-15 DOI:10.1108/jet-06-2023-0018

Leyla Hamis Liana, Salehe I. Mrutu, Leonard Mselle

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引用次数: 0

Abstract

PurposeComputer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.Design/methodology/approachThis study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.Findings11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.Originality/valueThe study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

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针对有智力、发育和学习障碍的 K-3 级学习者的计算机辅助透明语言阅读教学：系统综述与荟萃分析

目的计算机辅助教学（CAI）已被用于应对阅读挑战，即智力、发育和学习障碍（IDLD）学习者的阅读准确性和速度。虽然大多数阅读 CAI 的有效性都是在英语中研究出来的，但其他透明语言的证据较少。本研究就 CAI 对 K-3 年龄段有 IDLD 的学习者进行透明语言阅读的有效性进行了系统回顾和荟萃分析。本研究系统回顾了 2010 年至 2023 年期间经同行评审的学术研究，其中包括随机对照疗法 (RCT) 或单例疗法。文章检索自 ACM 数字图书馆、谷歌学术、IEEE Xplore、ERIC、PsychINFO 和 Science Direct 数据库、参考文献和系统性综述文章。使用随机效应大小模型计算了阅读部分技能的效应大小。研究结果发现，有 11 项针对透明语言的阅读 CAI 的 RCT 研究涉及 510 名 IDLD 学习者。CAI 对单项阅读技能的随机效应大小（Cohen's d）为 d = 0.24，p 值 = 0.063，置信区间 (CI) 为 95% (-0.068-0.551)；语音和音位认知的随机效应大小为 d = 0.41，p 值 = 0.000，置信区间 (CI) 为 95% (0.175-0.644)。在平均每周 1.8 小时、最长 16 周的干预剂量下，CAI 的保持率更高，d = 1.13，p 值 = 0.066，CI 95%（-0.339-2.588）。不过，在解释这些结果时，必须注意仅使用已发表的研究结果。原创性/价值该研究有助于量化CAI对IDLD学习者的透明语言阅读内容的有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Enabling Technologies REHABILITATION-

CiteScore

4.10

自引率

9.10%

发文量

期刊介绍： The Journal of Enabling Technologies (JET) seeks to provide a strong, insightful, international, and multi-disciplinary evidence-base in health, social care, and education. This focus is applied to how technologies can be enabling for children, young people and adults in varied and different aspects of their lives. The focus remains firmly on reporting innovations around how technologies are used and evaluated in practice, and the impact that they have on the people using them. In addition, the journal has a keen focus on drawing out practical implications for users and how/why technology may have a positive impact. This includes messages for users, practitioners, researchers, stakeholders and caregivers (in the broadest sense). The impact of research in this arena is vital and therefore we are committed to publishing work that helps draw this out; thus providing implications for practice. JET aims to raise awareness of available and developing technologies and their uses in health, social care and education for a wide and varied readership. The areas in which technologies can be enabling for the scope of JET include, but are not limited to: Communication and interaction, Learning, Independence and autonomy, Identity and culture, Safety, Health, Care and support, Wellbeing, Quality of life, Access to services.