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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?
Proceeding

, , Westminster College, United States

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

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.

Citation

Camardese, A. & Morelli, E. (2016). 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?. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1147-1152). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 7, 2020 from .