E-Readers as an Instructional Tool for Improving Comprehension for Students with Mild Reading Disabilities Or Does the Yellow Brick Road Lead to the Emerald City?

ID: 49382 Type: Poster/Demo
  1. Amy Camardese and Eileen Morelli, Westminster College, United States

Wednesday, June 29 5:15 PM-7:00 PM Location: Grand Ballroom C

Presider: Jodie Hemerda, Bridgepoint Education, United States

ABSTRACT Improving reading comprehension in students with mild disabilities has long been a challenge for educators.  Technology has provided a host of new possibilities for working with students with mild disabilities.  This quantitative study investigated the potential of using E-Readers for comprehension improvement in middle school students with mild disabilities.  Three features of E-Readers were thought to be of particular benefit to students with mild disabilities: (a) the ability to change the font, (b) the text to speech feature, and (c) the dictionary feature where students highlight a word and the definition pops up. The results of the study revealed surprising findings with implications not only for comprehension but also time on task and appropriate reading levels.  Teacher comments about beliefs in E-Readers were also studied.


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