Educational technology is ubiquitous, and educational technology interventions often target literacy. However, there is insufficient information about the effects of these interventions on literacy outcomes in elementary school. Therefore, the authors of this study conducted a systematic review and meta-analysis of quasi-experimental and experimental studies published between 2010 and 2023 that evaluated the effects of educational technology interventions on the literacy outcomes of K–5 students.
The meta-analysis across 119 studies from 105 manuscripts revealed positive effects for decoding (0.33), language comprehension (0.30), reading comprehension (0.23), and writing proficiency (0.81). However, when isolating effects for standardized measures, effects for decoding (0.23), language comprehension (0.12), reading comprehension (0.14), and writing proficiency (0.34) were reduced.
Analyses suggested that effects can depend on outcome, intervention, and participant characteristics.
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