Castillo, Nathan MWagner, Daniel A2023-05-222020-01-012018-03-012018-07-03https://repository.upenn.edu/handle/20.500.14332/38629This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning.This is a pre-publication version of an article accepted for publicaiton in the Internatioanl Review of Education (https://link.springer.com/journal/11159). The final publication is forthcoming from Springer.languageliteracytechnologylearning assessmentCurriculum and InstructionEducationEducational Assessment, Evaluation, and ResearchEducational MethodsElementary EducationInstructional Media DesignInternational and Comparative EducationLanguage and Literacy EducationArticle