ERIC Number: ED432279
Record Type: RIE
Publication Date: 1999-Mar
Reference Count: N/A
David's Story: How Technology Helped a Severely Disabled Learner Read and Write.
Hill, Margaret H.; Stephens, Liz C.
This case study describes how one autistic learner, an 11-year-old boy, became a co-researcher with university literacy instructors to investigate how hypermedia can help him develop language and literacy skills. Data was collected for one year from video taping, journal notes, interviews with teachers and parents, test scores, and student artifacts of reading and writing samples. Researchers learned that fast-paced behavioral games were a detriment to learning language processes, whereas talking books on CD-ROM, schematic mapping software, and simulations helped the learner to increase reading and writing competencies. The learner's scores doubled every six months in reading and writing. (Contains 17 references.) (Author/AEF)
Descriptors: Autism, Cognitive Processes, Computer Assisted Instruction, Computer Games, Computer Simulation, Educational Technology, Elementary Education, Hypermedia, Instructional Effectiveness, Language Acquisition, Language Skills, Learning Theories, Literacy Education, Reading Instruction, Schemata (Cognition), Skill Development, Talking Books, Writing Instruction
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584.