An Individualized e-Reading System Developed Based on Multi-Representations Approach
ARTICLE
Chien-Chuan Ko, Chun-Han Chiang, Yun-Lung Lin, Ming-Chung Chen
Journal of Educational Technology & Society Volume 14, Number 4, ISSN 1176-3647 e-ISSN 1176-3647
Abstract
Students with disabilities encounter many difficulties in learning activities, especially in reading. To help them participate in reading activities more effectively, this study proposed an integrated reading support system based on the principle of multiple representations. An integrated e-reading support system provides physical, sensory, and cognitive support to learners. This system also served as the convenient interface for material developers and instructors. The results of usability evaluation also demonstrated the interface of learner to be friendly and efficient. Thirty fifth- and sixth-grade students with learning disabilities in Taiwan participated in the experiment to explore if this e-reading system could help them to understand natural-science articles. All students read the articles on the e-reading system, with and without cognitive support. The results indicated better comprehension performance when the participants read with cognitive support. (Contains 2 tables and 2 figures.)
Citation
Ko, C.C., Chiang, C.H., Lin, Y.L. & Chen, M.C. (2011). An Individualized e-Reading System Developed Based on Multi-Representations Approach. Journal of Educational Technology & Society, 14(4), 88-98. Retrieved March 19, 2024 from https://www.learntechlib.org/p/75477/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Students with special needs and current technology in use to teach reading
Maria Earman Stetter, Roosevelt University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2422–2426
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.