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

Leyla Hamis Liana (Department of Computer Science and Engineering, College of Informatics and Virtual Education, The University of Dodoma, Dodoma, United Republic of Tanzania)
Salehe I. Mrutu (Department of Computer Science and Engineering, College of Informatics and Virtual Education, The University of Dodoma, Dodoma, United Republic of Tanzania)
Leonard Mselle (Department of Computer Science and Engineering, College of Informatics and Virtual Education, The University of Dodoma, Dodoma, United Republic of Tanzania)

Journal of Enabling Technologies

ISSN: 2398-6263

Article publication date: 15 January 2024

Issue publication date: 21 February 2024

92

Abstract

Purpose

Computer-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/approach

This 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.

Findings

11 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/value

The study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

Keywords

Acknowledgements

This work is part of the first author PhD studies sponsored by the University of Dodoma.

Citation

Liana, L.H., Mrutu, S.I. and Mselle, L. (2024), "Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis", Journal of Enabling Technologies, Vol. 18 No. 1, pp. 28-49. https://doi.org/10.1108/JET-06-2023-0018

Publisher

:

Emerald Publishing Limited

Copyright © 2023, Emerald Publishing Limited

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