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Journal of Special Education Technology

2009 Volume 24, Number 3

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Table of Contents

Number of articles: 6

  1. Supported eText: Effects of Text-to-Speech on Access and Achievement for High School Students with Disabilities

    Amanda Yurick Margo Vreeburg Izzo, The Ohio State University

    Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using... More

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  2. Supported eText: Literacy Scaffolding for Students with Disabilities

    Lynne Anderson-Inman

    The National Center for Supported eText (NCSeT) has a research agenda designed to investigate the effects of supported electronic text on the ability of students with disabilities to read and learn... More

    pp. 1-8

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  3. Supported eText: Effects of Text-to-Speech on Access and Achievement for High School Students with Disabilities

    Margo Vreeburg Izzo, Amanda Yurick & Bianca McArrell

    Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using... More

    pp. 9-20

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  4. Supported eText in Captioned Videos: A Comparison of Expanded versus Standard Captions on Student Comprehension of Educational Content

    Lynne Anderson-Inman & Fatima E. Terrazas-Arellanes

    Expanded captions are designed to enhance the educational value by linking unfamiliar words to one of three types of information: vocabulary definitions, labeled illustrations, or concept maps.... More

    pp. 21-34

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  5. Expanding Literacy for Learners with Intellectual Disabilities: The Role of Supported eText

    Karen H. Douglas, Kevin M. Ayres, John Langone, Virginia Bell & Cara Meade

    A series of single-subject experiments were conducted to evaluate the effects of presentational, translational, illustrative, instructional, and summarizing supports on the reading and listening... More

    pp. 35-44

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  6. Exploring the Effects of Digital Note Taking on Student Comprehension of Science Texts

    Mark A. Horney, Lynne Anderson-Inman & Fatima Terra

    This study investigated the effects of text notes and voice notes on the comprehension of science texts by fifth grade students. The study was conducted to determine whether digital note taking was... More

    pp. 45-61

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