The study aimed to investigate the effectiveness of using technology-based intervention in improving the reading comprehension abilities of students with learning disabilities. Forty-eight students with diagnosed learning disabilities were randomly assigned to either a technology-based intervention group or a control group receiving traditional instruction. The technology-based intervention group received individualized instruction using interactive software and adaptive learning technologies, while the control group received conventional small-group instruction.

Pre-and post-intervention assessments were conducted to measure the students' reading comprehension skills. The results showed that the technology-based intervention group demonstrated significantly greater improvements in reading comprehension compared to the control group. The technology-based intervention group displayed a mean increase of 15 percentage points in their reading comprehension scores, while the control group only showed a mean increase of 5 percentage points.

The findings suggest that the use of technology-based interventions can be an effective approach in enhancing the reading comprehension abilities of students with learning disabilities. The interactive and adaptive nature of the technology-based intervention may have provided a more engaging and personalized learning experience, better catering to the individual needs and learning styles of the students. Additionally, the technology-based intervention allowed for more frequent and targeted feedback, which could have contributed to the observed improvements in reading comprehension.

The study's outcomes have important implications for educational practices and the integration of technology in supporting students with learning disabilities. The results highlight the potential of leveraging technology-based tools and resources to supplement traditional instruction and address the unique learning needs of this population. By incorporating technology-based interventions, educators can create more effective and inclusive learning environments that cater to the diverse learning requirements of students with learning disabilities.

Further research is warranted to explore the long-term effects of technology-based interventions on reading comprehension and to investigate the specific features or components of the technology-based approach that contribute most significantly to the observed improvements. Additionally, studies involving larger and more diverse samples would help strengthen the generalizability of the findings and provide a more comprehensive understanding of the potential benefits of technology-based interventions for students with learning disabilities.

In conclusion, the study's findings suggest that the implementation of technology-based interventions can be a promising strategy for enhancing the reading comprehension abilities of students with learning disabilities. By leveraging the unique capabilities of technology, educators can create more personalized and engaging learning experiences that better support the academic development of this population.

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