Supported eText: Assistive technology through text transformations

Anderson‐Inman, Lynne; Horney, Mark

doi:10.1598/rrq.42.1.8

Cited by 109 publications

(78 citation statements)

References 18 publications

(9 reference statements)

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“…Changes can be simple, for example changing of font size, color, or typeface. Changes can also be complex, such as verbalizations of the text, embedded definitions, and links to background information [19]. The ability to dynamically change eText presents the opportunity to make transformations to promote learning and comprehension.…”

Section: Electronic Text (Etext)mentioning

confidence: 99%

Tutorials in eLearning—How Presentation Affects Outcomes

Copeland

Gedeon

2017

IEEE Trans. Emerg. Topics Comput.

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The presentation of learning materials affect how we learn. In this paper, we use eye tracking to investigate how different sequences of text and test questions affect performance outcomes, eye movements, and reading behavior for first (L1) English language and second (L2) English language readers. We show that different presentation sequences induce different performance outcomes, eye movements, and reading behavior. The sequence can affect how a participant reads the text as well as their perceptions of how well they understood what they read. For instance, if questions and text are not shown together, this improves participants' ability to accurately perceive their comprehension and promotes thorough reading. Alternatively, showing questions before the text promotes skimming behavior. Importantly, the presentation sequence affects both L1 and L2 readers in the same way. We observe L2 reader take longer to read text but have the same comprehension levels as L1 readers, this difference comes primarily from longer fixation durations. The results from this study can be used to design learning materials in eLearning environments to influence how students interact with the learning environment as well as how they learn. The purpose of this investigation is to make informative decisions about designing adaptive eLearning environments.

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Section: Electronic Text (Etext)mentioning

confidence: 99%

Tutorials in eLearning—How Presentation Affects Outcomes

Copeland

Gedeon

2017

IEEE Trans. Emerg. Topics Comput.

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“…Electronic and digital texts have been examined primarily as a way to provide access to various texts (Anderson-Inman & Horney, 2007) and as a way to improve reading comprehension, especially with younger students (Ciampa, 2012;de Jong & Bus, 2002). However, using digital texts to design instructional environments that would engage students with disabilities in writing has been very limited.…”

Section: Theoretical and Instructional Frameworkmentioning

confidence: 99%

The Effects of an Intervention in Writing with Digital Interactive Books

Curcic

Johnstone²

2016

Computers in the Schools

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This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventhand eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as reviewers of a set of i-books. A repeatedmeasures analysis of variance indicated that the intervention group of students significantly outperformed the control group on the following measures of writing: the holistic text quality and the summarization text quality, with large effect sizes.

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“…(f) Use technology that supports learning and learning outcomes for students (students actively engage with computers or tablets or laptops with the purpose of learning and practicing the strategies as well as learning technology tips and how to use eText supports, such as text to speech) (Anderson-Inman & Horney, 2007).…”

Section: Figure 4: "Try It" Authentic Research Assignmentmentioning

confidence: 99%

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

Terrazas-Arellanes¹,

Knox²,

Strycker³

et al. 2016

JITE:Research

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To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students -especially those with learning disabilities (SWLDs) -having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers' implementation of a web-based curriculum (the SOAR Student Toolkit) for teaching online research strategies to all students (both general education students and SWLDs) in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%), the pace and format was appropriate (93%), and sufficient practice and feedback were provided (100%). All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the SOAR Student Toolkit, found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the SOAR Student Toolkit for future research projects at least sometimes. Students who learned the SOAR Student Toolkit from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1) at pretest to 60.5% (SD = 23.0) at posttest-a statistically significant increase (F(df = 1,857) = 468.4, p < .001). Gains for SWLDs were similar to improvements for general education students.

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Supported eText: Assistive technology through text transformations

Cited by 109 publications

References 18 publications

Tutorials in eLearning—How Presentation Affects Outcomes

Tutorials in eLearning—How Presentation Affects Outcomes

The Effects of an Intervention in Writing with Digital Interactive Books

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

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