In these experimental studies with a focus on literacy
outcomes for students with LD, researchers began with
theoretically based instructional principles and introduced
logical uses of technology to deliver literacy
instruction. As a result, the combination of the effective
practice with a technology-based solution proved to be
an effective intervention. We argue that further research
that follows this model is needed in the area of technology-based
solutions specific to literacy instruction.
Building sustained lines of research takes time and
resources; yet, the research we have clearly shows that
(a) technology can be useful in promoting literacy learning
for students witb LD, and (b) existing evidencebased
practices for literacy instruction may be of benefit
to teachers and students if repacked and delivered using
technology.