Does technology improve reading outcomes?

Data shared by the World Economic Forum and Statista indicates that the global literacy rate stands at 87% – with most developed countries achieving 99%. However, regional inequalities – particularly in developing countries and emerging economies – persist, with women and girls disproportionately affected.

Reading ability is key to educational attainment and broader life outcomes. It can have a profound impact on an individual’s quality of life and wellbeing, as well as the national economy.

Research shows that there are significant differences between individuals with low reading ability (i.e. who haven’t achieved ‘functional literacy’, assessed as a reading age of 11 or above) and others. They are:

• less likely to gain employment (particularly skilled roles) and earn an above-average salary
• less likely to achieve qualifications or received work-based training or promotion
• less likely to use preventative health services, remain healthy, or manage treatments and medications well
• more likely to exhibit behavioural problems and delinquency
• more likely to offend, be incarcerated, and develop a habit of lifelong offending
• more likely to have low levels of psychological wellbeing and life satisfaction.

If we are to give children and young people the best start in life, supporting literacy development must be a critical priority. And, in our digital age, new and innovative ways to use technology to boost reading skills are changing the educational landscape.

How can technology support reading acquisition and reading outcomes?

Reading requires a number of different cognitive processes to occur simultaneously in order for learners; learners must decode words, know their meaning, understand their context within a sentence, create mental pictures, make inferences, and so on. Use of technology-driven reading tools can make a huge difference to those who encounter difficulties with reading, including those with learning disabilities – such as dyslexia – or other additional or special educational needs (SEN). They are also transformative in terms of catering to different learning styles and reading abilities, as well as being able to target specific literacy-related activities such as phonics or reading comprehension.

What digital reading tools are being used to support learners?

In a bid to support struggling readers, many educators are adopting models of personalised, digitally supported literacy programmes.

For example, Cheung and Slavin’s ‘The Effectiveness of Educational Technology for Enhancing Reading Achievement: A Meta-Analysis’ found ‘somewhat’ promising evidence related to innovative technology applications and integrated literacy interventions.’  These interventions included programmes such as Fast ForWord, Reading Reels, and Lightspan.

A variety of popular, technology-based reading aids are now commonplace in many primary schools, secondary schools, and colleges:

• Digital reading materials and software. E-books and audiobooks often include features such as pronunciation assistance, dyslexia-friendly fonts and background colours, large-scale text size, and text highlighting. It may also be a format that those who dislike traditional, paper-based books (where even the act of picking up a book triggers a negative emotional response) are more willing to engage with.
• Interactive whiteboards (IWBs). IWBs combine different learning styles – seeing, hearing, writing, touching – which can help learners to engage in the act of reading in ways that play to their strengths. They also gave the potential to make the learning experience more engaging, incorporating elements such as on-screen literacy games.
• Text-to-speech technology. These tools offer assisted instruction, reading texts aloud to support those who experience reading difficulties. This can have a number of positive impacts: it helps learners to focus on content rather than the act of reading (supporting their comprehension), to identify issues in their written work, and to improve their written and verbal communication skills. Examples include NaturalReader and Microsoft Immersive Reader.
• Literacy-based video games. There is now a wide range of web-based and computer-based video game software that targets different areas of literacy instruction, such as vocabulary, spelling, and reading for meaning.  ‘Gamified’ versions of reading may be more engaging for certain learners, helping to keep them motivated and begin to associate reading with having fun.
• Artificial intelligence (AI) technology. AI-driven educational tools can listen to learners as they read aloud and provide on-the-spot feedback to help their development. They help to create ‘low-stakes, low-pressure’ reading environments – which may find a real use case in learners who fear reading aloud in front of others. Adaptive learning platforms, such as Dreambox and Lexia, personalise reading activities to students’ achievement and abilities.

Whichever reading instruction technologies are used, providing personalised feedback and support, using interactive, multi-sensory methods, ensuring textual variation, and keeping track of individual baseline progress is essential.

As technology continues to evolve, so too will the range, functions and sophistication of digital reading tools – helping future generations of readers to develop key literacy and numeracy skills.

What are the benefits of reading on a screen?

According to the National Literacy Trust, ‘young people who are the most engaged with reading are more likely to read both on paper and on screen than their peers who have low engagement with reading.’ However a child, young person or adult chooses to read, the most important take-home is that they are reading. As well as being more accessible to those SEN, digital reading – which may take place on on apps, tablets, laptops or consoles – can deliver enriched content, including video, audio, links and references.

The research paper ‘Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya’ identified some positive effects of computer-led interventions – and included e-readers in their research design. While it stated that ‘literacy outcomes can be improved’, it also warned that technology is not a ‘cure-all’, and that future educational research is required.

What is the future of technology in education?

How is information communication technology (ICT) likely to change student learning in years to come?

Education technology (EdTech) – such as digital reading tools – is likely to become more prevalent in the future. As an example:

• educational mobile apps will expand learning capabilities
• virtual reality (VR) and augmented reality (AR) will being learning experiences to life
• AI tools will support learners’ reading development throughout the school year – including pretests and benchmarking individual progress.

On a broader scale, traditional classrooms will increasingly integrate digital techniques alongside teacher-led instruction – as we’ve seen over the last decade. With technology playing such an integral role in our daily lives, it’s not surprising that it’s likely to find a natural home in educational contexts and literacy interventions. And, with its ability to improve reading outcomes – for learners of all abilities and grade levels – it could be an ongoing force for good.

Use cutting-edge educational technology to transform literacy learning outcomes

Are you passionate about championing reading performance in learners?

If you want to gain an in-depth perspective of the digital strategies, theories and tools that underpin pedagogy, choose Keele University’s online MA Education Technology programme.

Enhance your professional practice, and develop impactful teaching and learning experiences, on a highly flexible, 100%-online master’s course. Explore education and its relationship with our ever-evolving digital world, tackle critical issues facing education systems, and develop highly engaging, impactful learning opportunities. You’ll combine theoretical understanding with real-world application, gaining skills, expertise and insights with relevance in a diverse range of educational settings. Choose from topics such as online and blended learning design, global education issues, multimedia and digital learning technologies and computer-assisted instruction, reflective practice and professional development, and more.