Advancing EdTech for Diverse Learners: Recent Trends in Computer-Assisted Instruction for Students with Learning Disabilities and English Language Learners
DOI:
https://doi.org/10.46328/ijte.6400Keywords:
Computer-assisted instruction, Learning disabilities, English language learners, Reading comprehension, Vocabulary developmentAbstract
A systematic literature review was conducted to examine the recent trends in the integration of computer-assisted instruction (CAI) to support reading comprehension and vocabulary outcomes for students with learning disabilities (LDs) and English language learners (ELLs) from 2010 to 2022. With approximately 8 million students ages 3–21 receiving special education services under the Individuals with Disabilities Education Act (IDEA), there is a need for educators to incorporate evidence-based computer programs and tools into individualized educational programs (IEPs) to accelerate students' reading progress. As computer programs rapidly advance, there is a pressing need to identify evidence-based computer-assisted tools that K-12 educators can adapt to support supplemental reading instruction for this group of learners. Guided by three research questions, a total of 18 peer-reviewed journal articles were systematically summarized. Findings revealed four main categories of CAI applications: gamified platforms, general language-learning programs, assistive technology tools for reading, and adaptive learning computer software, which were used to enhance reading comprehension and vocabulary acquisition. Quasi-experimental designs dominated the research landscape, with a notable scarcity of randomized controlled trials (RCTs). Overall, most CAI interventions reported statistically significant effects on reading comprehension and vocabulary acquisition among LD and ELL students. Implications for practice and future research are discussed.
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