Using Web Based Presentation to Assist Students with Learning Disabilities in Reading Comprehension PROCEEDINGS
Maria Earman Stetter, Roosevelt University, United States ; Marie Tejero Hughes, University of Illinois at Chicago, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The current study aimed to better understand whether web based presentation could be used to teach a comprehension strategy, story mapping, to nine ninth grade students with learning disabilities using a single-subject, multiple baseline methodology. Daily quizzes, story maps, and a pre and post standardized test measured student progress. Results of the daily comprehension quiz varied across students; however four of the six students participating in the intervention showed an improvement as measured by the Gates-MacGinitie comprehension test. Additionally, all the students in the Baseline Group also showed increased comprehension scores on this standardized measure.. Overall, students were positive about using a computer to facilitate their reading. The findings point to increasing use of the computer to help remediate the reading comprehension of students with learning disabilities when paired with good teacher instruction.
Stetter, M.E. & Hughes, M.T. (2008). Using Web Based Presentation to Assist Students with Learning Disabilities in Reading Comprehension. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5157-5162). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2008 AACE