Technology-enhanced stories show no significant additional effect on code-related literacy skills¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2015 · 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.
q3 i? Across 14 contrasts, the combined effect of technology on code-related literacy skills (phonological awareness, word reading, letter knowledge, print concepts) was not significant. → Takacs 2015
Evidence¶
Takacs 2015¶
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis. Review of Educational Research, 85(4), 698-739. https://doi.org/10.3102/0034654314566989
q3 · i? · quant-synthesis · r2
Meta-analytic results for code-related literacy skills: 11 of 14 contrasts combined measures of phonological awareness, word reading and recognition, word writing, name writing, letter knowledge, and print concepts. Table 2 reports g+ = 0.16, 95% CI [-0.04, 0.36], p = .11; neither disadvantaged nor nondisadvantaged subgroups reached significance.
"The combined effect for the 14 contrasts measuring the additional effect of technology was not significant."
Discussion¶
Learner Variables¶
- Decoding — outcome: instruction changes it
Related Claims¶
- In a Los Angeles RCT, Earobics® plus Open Court improved phonological awareness but not letter knowledge, phonics, or fluency — related
- Phonological awareness training plus letter knowledge training has potentially positive effects on preschoolers' early reading/writing — related
- Kindergarteners using Bridge to Reading showed greater growth in phonological awareness and phonics/word recognition (ES +0.22 each) — related
- Technology-enhanced stories show no significant effect on child engagement and communication during reading — related
- Technology-enhanced stories show no significant additional effect on receptive vocabulary compared with traditional storybook reading — related
- Book exposure predicts letter knowledge (about 6% of variance), consistent with meta-analytic evidence that print-related skills improve even from story-content-focused reading — related
- Alphabet instruction benefits did not transfer to letter-word identification, phonological awareness, emergent reading, or developmental spelling — related
- Phonological awareness and alphabet knowledge fluency are each uniquely related to both word reading and spelling in kindergartners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
technology-stories-no-code-related-literacy-effect |
title |
Technology-enhanced stories show no significant additional effect on code-related literacy skills |
description |
Technology-enhanced stories show no significant additional effect on code-related literacy skills |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — takacs-2015 |
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