The Effect of Technology-based Altered Readability Levels on Struggling Readers Science Comprehension
Matthew Marino, Washington State University, United States ; Michael Coyne, University of Connecticut, United States ; Michael Dunn, Washington State University, United States
JCMST Volume 29, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This article reports findings from a study examining how altered readability levels affected struggling readers’ (N = 288) comprehension of scientific concepts and vocabulary. Specifically, the researchers were interested in learning what effect altered readability levels have when low ability readers participate in a technology-based science curriculum that included enhancements such as pictorial representations, video captions, and interactive tutorials. Struggling readers in 62 general education science classrooms were identified based on standardized reading test scores. Students were randomly selected to receive electronic text from the curriculum at either the 4th grade (treatment) or 8th grade (control) level. Students’ scores were evaluated to determine if there were significant differences in comprehension based on the students’ reading ability or the readability level of the electronic text. Findings indicate that students with severe reading difficulties achieved posttest scores that were highly similar to students with higher reading ability levels. Implications and recommendations for technology-based curricula, research, and practice are discussed.
Marino, M., Coyne, M. & Dunn, M. (2010). The Effect of Technology-based Altered Readability Levels on Struggling Readers Science Comprehension. Journal of Computers in Mathematics and Science Teaching, 29(1), 31-49. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)