Department of Education Core, Winthrop University, SC, USA.
Department of Education, Gongju National University of Education, Gongju, South Korea.
Disabil Rehabil Assist Technol. 2023 Nov;18(8):1544-1554. doi: 10.1080/17483107.2022.2060351. Epub 2022 May 18.
The purpose of this article was to provide a quantitative review of technology-assisted reading fluency interventions for students with disabilities and select moderator variables that may modify the effects of the interventions.
All reviewed 13 studies employed a single-case research design, targeting technology-assisted reading fluency interventions for students with learning disabilities (LDs) or learning difficulties. Studies were descriptively analysed and evaluated for methodological quality. Additionally, to examine the level and trend of reading fluency outcomes, Tau- was calculated across the studies by measuring the impact of various moderator variables on the intervention effects.
Overall, studies showed a moderate to strong effect on reading fluency and there was a significant difference in moderator variables such as student status, type of technology, and features of technology. While the current study found positive outcomes from technology-based fluency interventions for struggling readers suggesting the effectiveness of using technology for the improvement of reading fluency, educators should consider using a rubric when utilising tablets because of the limited instructional components. Possible explanations about intervention effects, moderator effects, and study qualities along with limitations and future research were discussed. Implications for rehabilitationThis article examined a quantitative review of technology-assisted reading fluency interventions for students with disabilities and those considered at-risk. From this examination, we suggest the following implications:More research is needed to explore the effectiveness of technology-assisted reading fluency interventions. Some studies exist exploring the effect of overall reading interventions, but more specific analyses are needed related specifically to fluency and technology-assisted fluency interventions.Due to continuous advancements in technology, more research is also needed related to the integration of tablets and applications (or apps) on reading fluency.The use of technology to teach fluency has a general positive outcome for at-risk students. However, these types of interventions are more effective if they also provide vocabulary support.
本文旨在对辅助技术提高阅读流畅性的干预措施进行定量综述，并选择可能改变干预效果的调节变量。
所有被综述的 13 项研究均采用单一案例研究设计，针对学习障碍（LD）或学习困难学生的辅助技术阅读流畅性干预措施。对研究进行描述性分析和方法学质量评估。此外，为了检验阅读流畅性结果的水平和趋势，通过测量各种调节变量对干预效果的影响，计算了 Tau-值。
总体而言，研究显示阅读流畅性有中等至较大的效果，学生状态、技术类型和技术特点等调节变量存在显著差异。虽然目前的研究发现基于技术的流畅性干预措施对阅读困难的学生有积极的效果，表明使用技术提高阅读流畅性是有效的，但教育工作者在使用平板电脑时应考虑使用评分量表，因为其教学内容有限。本文还讨论了干预效果、调节效果和研究质量的可能解释，以及局限性和未来研究方向。对康复的启示：本文对辅助技术提高残疾学生和有阅读困难风险学生阅读流畅性的干预措施进行了定量综述。通过这次检查，我们提出了以下启示：
需要更多的研究来探索辅助技术阅读流畅性干预措施的有效性。有些研究探讨了整体阅读干预措施的效果，但需要更具体地分析与流畅性和辅助技术流畅性干预措施相关的研究。
由于技术的不断进步，需要更多的研究来了解平板电脑和应用程序（或应用程序）在阅读流畅性方面的整合。
使用技术教授流畅性对有阅读困难风险的学生一般有积极的效果。然而，如果这些干预措施还提供词汇支持，那么它们的效果会更好。
