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How features of educational technology applications affect student reading outcomes: A meta-analysis
ARTICLE

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Educational Research Review Volume 7, Number 3, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000

Citation

Cheung, A.C.K. & Slavin, R.E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3), 198-215. Elsevier Ltd. Retrieved January 28, 2020 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2012.05.002

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