Impact of ICT on writing and reading skills: a systematic review (2010-2020)

Batanero, José María Fernández; Rueda, Marta Montenegro; Cerero, José Fernández; Gravan, Pedro Román

doi:10.35699/1983-3652.2021.34055

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Dossier • Texto livre 14 (2) • 2021 • https://doi.org/10.35699/1983-3652.2021.34055 copy

Impact of ICT on writing and reading skills: a systematic review (2010-2020)

Impacto das TIC nas habilidades de escrita e leitura: uma revisão sistemática (2010-2020)

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Due to the potential of ICT to enhance the development of reading and writing skills, it has become an emerging field of scientific research. The purpose of this work has been to examine scientific literature that investigate the use of ICT in the development of writing and reading skills for the period 2010-2020 in five databases. A descriptive and quantitative methodology has been followed in order to present the most important characteristics and results of the 16 selected scientific articles included in the review. Our findings highlight the most significant bibliometric data and the effectiveness of ICTs in enhancing the writing and reading skills of students. The results confirmed that, despite the fact that scientific production in this field is still underdeveloped, digital technologies may help in the development of reading and writing skills. There is a need to improve teacher training for the effective integration of technologies in both teaching and learning of reading and writing processes.

Keywords:
ICT; Writing; Reading; Systematic review

Study	Methodology	Resource used	Student	Country	Results
Montelongo and Herter (2010MONTELONGO, José A.; HERTER, Roberta J. Using Technology to Support Expository Reading and Writing in Science Classes. Science Activities: Classroom Projects and Curriculum Ideas, v. 47, n. 3, p. 89-102, May 2010. DOI: 10.1080/00368121003801388. Available from: <Available from: http://www.tandfonline.com/doi/abs/10.1080/00368121003801388 >. Visited on: 15 June 2021. http://www.tandfonline.com/doi/abs/10.10... )	Theory	ICT	Higher Education	United States	Technology encourages improved
Genlott and Grönlund (2013GENLOTT, Annika Agélii; GRÖNLUND, Åke. Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers & Education, v. 67, p. 98-104, Sept. 2013. DOI: 10.1016/j.compedu.2013.03.007. Available from: <Available from: https://linkinghub.elsevier.com/retrieve/pii/S0360131513000857 >. Visited on: 15 June 2021. https://linkinghub.elsevier.com/retrieve... )	Quantitative	iWTR method (ICT)	Primary Education	Sweden	ICT improved reading and writing skills
Zhong and Appelman (2014ZHONG, Bu; APPELMAN, Alyssa J. How college students read and write on the web: The role of ICT use in processing online information. Computers in Human Behavior, v. 38, p. 201-207, Sept. 2014. DOI: 10.1016/j.chb.2014.05.037. Available from: <Available from: https://linkinghub.elsevier.com/retrieve/pii/S0747563214003239 >. Visited on: 15 June 2021. https://linkinghub.elsevier.com/retrieve... )	Quantitative	ICT	University Education	United States	ICT improves your skills, knowledge and motivation
Neira-Piñeiro (2015NEIRA-PIÑEIRO, María del Rosario. Reading and writing about literature on the Internet. Two innovative experiences with blogs in higher education. Innovations in Education and Teaching International, v. 52, n. 5, p. 546-557, Sept. 2015. DOI: 10.1080/14703297.2014.900452. Available from: <Available from: http://www.tandfonline.com/doi/full/10.1080/14703297.2014.900452 >. Visited on: 15 June 2021. http://www.tandfonline.com/doi/full/10.1... )	Qualitative	Blogs (Internet)	Higher Education	Spain	A literature blog enhances
Bailey, Arciuli, and Stancliffe (2016BAILEY, Benjamin; ARCIULI, Joanne; STANCLIFFE, Roger J. Effects of ABRACADABRA literacy instruction on children with autism spectrum disorder. Journal of Educational Psychology, v. 109, n. 2, p. 257-268, 2016. DOI: 10.1037/edu0000138. Available from: <Available from: http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000138 >. Visited on: 15 June 2021. http://doi.apa.org/getdoi.cfm?doi=10.103... )	Quantitative	Computerassisted program	Primary Education	Australia	Improved reading comprehension of students with autism
Keane, Keane, and Blicblau (2016KEANE, Therese; KEANE, William F.; BLICBLAU, Aaron S. Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, v. 21, n. 4, p. 769-781, July 2016. DOI: 10.1007/s10639-014-9353-5. Available from: <Available from: http://link.springer.com/10.1007/s10639-014-9353-5 >. Visited on: 15 June 2021. http://link.springer.com/10.1007/s10639-... )	Theory	ICT	All students	Australia	ICT can improve reading and writing skills but must be used appropriately
Santos da Costa and Alberti (2016SANTOS DA COSTA, Lucia Margarete; ALBERTI, Tais Fim. Inserção de atividades pedagógicas mediadas pelas TIC na alfabetização, 2016. Available from: <Available from: http://www.repositorio.ufc.br/handle/riufc/24372 >. Visited on: 15 June 2021. http://www.repositorio.ufc.br/handle/riu... )	Quantitative	E-Book	Primary Education	Brazil	E-book contributed significantly of learning reading, writing and the development of various skills
Andrade and Moreno (2017ANDRADE, Malena; MORENO, Duglas. Leer y escribir en tiempos de las nuevas tecnologías de la información y la comunicación, Mar. 2017. Available from: <Available from: http://localhost:8080/xmlui/handle/654321/1976 >. Visited on: 15 June 2021. http://localhost:8080/xmlui/handle/65432... )	Theory	ICT	Primary Education	Venezuela	ICT is creating new enjoyable activities for reading and writing
Felix et al. (2017FELIX, Vanessa G. et al. A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapies in children with Down syndrome: Emerging computer tool for learning in children with DS. British Journal of Educational Technology, v. 48, n. 2, p. 611-624, Mar. 2017. DOI: 10.1111/bjet.12426. Available from: <Available from: http://doi.wiley.com/10.1111/bjet.12426 >. Visited on: 15 June 2021. http://doi.wiley.com/10.1111/bjet.12426... )	Quantitative	Computer- assisted program	Primary Education	Mexico	This tool is effective in supporting learning for children with intellec- tual disabilities
Liu and Ko (2019LIU, I-Fang; KO, Hwa-Wei. Roles of paper-based reading ability and ICT-related skills in online reading performance. Reading and Writing, v. 32, n. 4, p. 1037-1059, Apr. 2019. DOI: 10.1007/s11145-018-9892-z. Available from: <Available from: http://link.springer.com/10.1007/s11145-018-9892-z >. Visited on: 15 June 2021. http://link.springer.com/10.1007/s11145-... )	Quantitative	ICT	Primary Education	Taiwan	It is recommended to use ICT to promote reading from 12 years
Polihronov (2019POLIHRONOV, Daniel. Педагогическа технология за стимулиране на четирите основни умения - слушане, четене, говорене и писане, формирани в процеса на ограмотяване в първи клас. Педагогика, v. 91, n. 6, p. 880-890, 2019. Available from: <Available from: https://www.ceeol.com/search/article-detail?id=784816 >. Visited on: 15 June 2021. https://www.ceeol.com/search/article-det... )	Quantitative	Pedagogical technology	Primary Education	Bulgaria	Fosters skills like listening, reading, speaking, and writing
Weiser et al. (2019WEISER, Beverly et al. Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K-8 experiencing significant reading learning disabilities. Annals of Dyslexia, v. 69, n. 1, p. 54-79, Apr. 2019. DOI: 10.1007/s11881-018-00175-1. Available from: <Available from: http://link.springer.com/10.1007/s11881-018-00175-1 >. Visited on: 15 June 2021. http://link.springer.com/10.1007/s11881-...	Quantitative	Coaching through	Primary Education	United States	Promotes the devel- opment of technology reading, writing and spelling skills of peo- ple with learning diﬀi- culties
Badillo-Jiménez and Iguarán- Jiménez (2020BADILLO-JIMÉNEZ, Vanessa Tatiana; IGUARÁN-JIMÉNEZ, Amanda Miguel. Uso de las TIC en la enseñanza-aprendizaje de la comprensión lectora en niños autistas. Praxis-Colombia, v. 16, n. 1, p. 1-9, 2020. Available from: <Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=7437445 >. Visited on: 15 June 2021. https://dialnet.unirioja.es/servlet/arti... )	Theory	Interactive story (ICT)	Primary Education	Colombia	Interactive story (TIC) enhance reading comprehension in autistic stude
Gözüküçük and Günbaş (2020GÖZÜKÜÇÜK, Meral; GÜNBAŞ, Nilgün. Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension. GIST - Education and Learning Research Journal, v. 21, p. 47-68, Dec. 2020. DOI: 10.26817/16925777.820. Available from: <Available from: https://latinjournal.org/index.php/gist/article/view/820 >. Visited on: 15 June 2021. https://latinjournal.org/index.php/gist/... )	Quantitative	Computerassisted program	Primary Education	Turkey	These activities improved reading comprehension
Hautala et al. (2020HAUTALA, Jarkko et al. Identification of Reading Diﬀiculties by a Digital Game-Based Assessment Technology. en. Journal of Educational Computing Research, v. 58, n. 5, p. 1003-1028, Sept. 2020. DOI: 10.1177/0735633120905309. Available from: <Available from: http://journals.sagepub.com/doi/10.1177/0735633120905309 >. Visited on: 15 June 2021. http://journals.sagepub.com/doi/10.1177/... )	Quantitative	Computerassisted program (Digital Games)	Primary Education	Finland	Educational games with technology help improve the development of reading skills
Luna, Francom, and Wold (2020LUNA, Andria; FRANCOM, Gregory M.; WOLD, Cheryl M. Learning from Versus Learning with Technology: Supporting Constructionist Reading Comprehension Learning with iPad Applications. TechTrends, v. 65, n. 1, p. 79-89, 2020. DOI: 10.1007/s11528-020-00532-1. Available from: <Available from: http://link.springer.com/10.1007/s11528-020-00532-1 >. Visited on: 15 June 2021. http://link.springer.com/10.1007/s11528-... )	Qualitatitve	iPad	Primary Education	United States	iPads encourage motivation and learning

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[1] Corresponding author: José María Fernández Batanero