The Effect of Technology-Based Reading Comprehension Instruction for Students With or at Risk for Reading Difficulties: A Systematic Review and Meta-Analysis
Journal of Learning Disabilities · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
reading comprehensionreading difficultiesat-risk readersteaching qualityextrinsic rewardsgamificationbadgeseducational technologyintervention effectivenessReading and Literacy DevelopmentEducation and Technology IntegrationBehavioral and Psychological Studies
Come citare questo studio
Linling Shen, Xueye Yan, Peng Peng, Nathan H. Clemens. (2026). The Effect of Technology-Based Reading Comprehension Instruction for Students With or at Risk for Reading Difficulties: A Systematic Review and Meta-Analysis. Journal of Learning Disabilities. DOI: 10.1177/00222194261491768
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