Technology-delivered literacy instruction produces a small, statistically significant positive effect on norm- or criterion-referenced literacy outcomes for K-5 students (g = 0.24)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q4·i1small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i1 Across 53 experimental or quasi-experimental studies, technology-delivered literacy instruction had a small positive and significant mean effect (g = 0.24) on elementary students' literacy outcomes. → Dahl-Leonard 2024
Evidence¶
Dahl-Leonard 2024¶
Dahl-Leonard, K., Hall, C., & Peacott, D. (2024). A meta-analysis of technology-delivered literacy instruction for elementary students. Education Tech Research Dev (2024) 72:1507–1538. https://doi.org/10.1007/s11423-024-10354-0
q4 · i1 · quant-synthesis · r2
Meta-analysis of 53 experimental or quasi-experimental studies of technology-delivered literacy instruction for K-5 students, restricted to norm- or criterion-referenced outcome measures, estimated with Hedges' g. The pooled effect was "g = 0.24 (95% CI [.15, .32], p < .001)".
"The average effect on combined outcomes was estimated as g = 0.24 (95% CI [.15, .32], p < .001), indicating a small positive and significant effect of technology-delivered literacy instruction on elementary student outcomes."
Discussion¶
Related Claims¶
- Effects of technology-delivered literacy instruction did not significantly differ by outcome domain, though comprehension effects appeared particularly small (g = 0.12) — related
- Technology effects on TEFL outcomes trend upward across educational levels (primary g = 0.29, secondary g = 0.35, tertiary g = 0.44), though between-level differences are not statistically significant — related
- No study or participant characteristic (publication type, research design, sample size, grade level, reading difficulties) significantly moderated effects of technology-delivered literacy instruction — related
- Effect sizes of technology-delivered literacy instruction are heterogeneous across studies (Q = 165.38, I2 = 68.56) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tech-literacy-instruction-small-positive-effect-k5 |
title |
Technology-delivered literacy instruction produces a small, statistically significant positive effect on norm- or criterion-referenced literacy outcomes for K-5 students (g = 0.24) |
description |
Technology-delivered literacy instruction produces a small, statistically significant positive effect on norm- or criterion-referenced literacy outcomes for K-5 students (g = 0.24) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dahl-leonard-2024 |
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