Degree Name

Master of Science in Education

Department

Special Education

Advisor

Mundschenk, Nancy A.

Abstract

Reading comprehension is critical to understanding written communication. Even when students are able to recognize words and fluently read text, they my not comprehend what is read. Learning to comprehend text is critical for students to be successful in school and future careers. As new technologies emerge, there is a push to integrate technology into the classroom to promote academic success among students. Furthermore, the No Child Left Behind Act mandates the use of technology in the classroom. This research review investigated peer-reviewed studies comparing the effects of computer technology as a supplemental tool to support and improve the reading comprehension of struggling and at-risk readers with equivalent non-technological or traditional print based treatments. Technology features investigated by the studies reviewed include various types of multi-featured electronic texts, computerized supplemental reading programs, a handheld text reader, virtual manipulatives, and using computers to create responses to reading printed texts. The various technologies were found to provide equal or greater benefit than traditional means for aiding struggling and at-risk readers with reading comprehension.

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