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The review codes research objectives, reading skills, learner demographics and contexts, theoretical frameworks, designs, and outcomes. Results indicate strong emphasis on summative assessment of TARI efficacy, limited coverage of learners’ literacy practices and interactive digital engagement, and persistent focus on traditional literacy over multimodal literacy, while noting benefits for motivation, collaboration, scaffolding, performance, and semiotic resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-assisted-reading-instruction-for-english-language-learners-a-methodological-review/601506/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-assisted-reading-instruction-for-english-language-learners-a-methodological-review/601506.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on technology-assisted reading instruction (TARI)?","Question",{"text":112,"@type":113},"The study methodologically reviews TARI literature for ELLs in K-12 settings to advance understanding and guide future research directions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the reviewed studies selected and analyzed?",{"text":117,"@type":113},"The review examines 32 peer-reviewed journal articles published between 2000 and 2020, analyzing objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What limitations in existing TARI research did the findings highlight?",{"text":121,"@type":113},"The literature shows a strong focus on summative assessments of efficacy, with limited attention to learners’ literacy practices and interactive engagement in digital contexts, plus a lack of alternative ways to assess effectiveness and continued emphasis on traditional literacy over multimodal literacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601506,1792432089,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review  \nXinyue Zuo (左心阅) University of Massachusetts Amherst Denise Ives   \nUniversity of Massachusetts Amherst  \nECNU Review of Education 2024, Vol. 7(2) 258–282 © The Author(s) 2023 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231179490](DOI: 10.1177/20965311231179490)[ ](DOI: 10.1177/20965311231179490)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions.  \nDesign/Approach/Methods: This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes.  \nFindings: A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners’ literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs’ reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources.  \nCorresponding author:  \nXinyue Zuo, Department of Teacher Education and Curriculum Studies, College of Education, 813 N Pleasant St, Amherst, MA, 01003, USA.  \nEmail: [xzuo@umass.edu](xzuo@umass.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.  \nKeywords  \neducational technology, English language learners, multiliteracy, reading, technology-assisted reading instruction  \nDate received: 28 February 2022; revised: 12 November 2022, 22 March 2023; accepted: 23 March 2023  \nRecent technological breakthroughs have revolutionized how knowledge is constructed, negotiated, and exchanged (Arnott, 2017). Accordingly, the scope and mode of reading activities have undergone a transformational shift, expanding beyond traditional print-based texts to encompass various modes of communication, including visual, aural, gestural, and spatial (Kress, 2003; New London Group, 1996) . Consequently, readers are required to adopt the role of navigators and interpreters of multimodal information (Serafini, 2012), utilizing a diverse range of semiotic practices and resources to decode, encode, and structure meaning (Plester & Wood, 2009) . Defined as the ability to derive meaning from multiple modes of communication (New London Group, 1996), multiliteracy has become a vital skill in this digital era. Therefore, it is imperative that reading instruction and learners’repertoires of reading practices evolve to incorporate multiliteracy to enable learners to effectively interpret, evaluate, and produce ","cbCaidnLQLLXuoOa","https://ap.wps.com/l/cbCaidnLQLLXuoOa","pdf",550191,25,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n# Keywords\n# Background and Rationale\n## Multiliteracy and multimodal reading\n## Digitalization of education and TARI potential","[{\"question\":\"What is the purpose of the study on technology-assisted reading instruction (TARI)?\",\"answer\":\"The study methodologically reviews TARI literature for ELLs in K-12 settings to advance understanding and guide future research directions.\"},{\"question\":\"How were the reviewed studies selected and analyzed?\",\"answer\":\"The review examines 32 peer-reviewed journal articles published between 2000 and 2020, analyzing objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes.\"},{\"question\":\"What limitations in existing TARI research did the findings highlight?\",\"answer\":\"The literature shows a strong focus on summative assessments of efficacy, with limited attention to learners’ literacy practices and interactive engagement in digital contexts, plus a lack of alternative ways to assess effectiveness and continued emphasis on traditional literacy over multimodal literacy.\"}]","Technology-Assisted Reading Instruction for English Language Learners - A Methodological Review | PDF",1792092745,63]