Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020

Author:

Alqahtani Saeed S.ORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference80 articles.

1. Al Otaiba, S., Rouse, A. G., & Baker, K. (2018). Elementary grade intervention approaches to treat specific learning disabilities, including dyslexia. Language, Speech, and Hearing Services in Schools, 49(4), 829–842. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0022

2. Alqahtani, S. S. (2020). iPad and repeated reading to improve reading comprehension for young adults with intellectual disability. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2020.103703

3. Barber, M., Cartledge, G., Council, M., III., Konrad, M., Gardner, R., & Telesman, A. O. (2018). The effects of computer-assisted culturally relevant repeated readings on english learners’ fluency and comprehension. Learning Disabilities: A Contemporary Journal, 16(2), 205–229.

4. Bennett, J. G., Gardner, R., III., Cartledge, G., Ramnath, R., & Council, M. R., III. (2017). Second-grade urban learners: preliminary findings for a computer-assisted, culturally relevant, repeated reading intervention. Education and Treatment of Children, 40(2), 145–185. https://doi.org/10.1353/etc.2017.0008

5. Biemiller, A. (2005). Size and sequence in vocabulary development: implications for choosing words for primary grade vocabulary instruction. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: bringing research to practice. Mahwah, NJ: Erlbaum.

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