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ERIC Number: ED548736
Record Type: Non-Journal
Publication Date: 2012
Pages: 240
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-2172-5
ISSN: N/A
The Effect of the Use of Assistive Technology on English Reading Comprehension of Students with Learning Differences
Caraballo, Gladys
ProQuest LLC, Ed.D. Dissertation, University of Puerto Rico, Rio Piedras
The purpose of this study was to find the effect of the use of assistive technology (CD ROM Interactive Liquid Books, the Interactive White Board, and Interactive Signed Stories) on English reading comprehension of students with learning differences, specifically with deaf and learning disabled students. The research questions that provided the key focal points in this research were the following: will learning disabled students improve more their English reading comprehension when assistive technology (CD-ROM Interactive Liquid Books and Interactive White Board) is used that when it is not used?; will deaf students improve more their English reading comprehension when assistive technology (the Interactive White Board and Interactive Signed Stories) is used than when it is not used? Participants in this study included six Learning Disabled children and two deaf students from the fourth grade special education classes at the Hiram Gonzalez School in Bayamon, Puerto Rico. Methodology included a pre-and post-test to measure student progress in the area of English reading comprehension after the use of assistive technology. Results showed that the use of assistive technology with Learning Disabled students had a positive and significant effect in their English Reading comprehension. They also showed that the use of assistive technology for deaf students did not have a positive and significant effect in their English Reading comprehension. The results of this study can provide important evidence to guide the decision of educators on selecting technology options that may improve their students' English reading comprehension in the classroom and help to close their achievement gap. Discussion about the study's limitations pointed to the small sample selection and toward the varying levels of English proficiency of the students. Recommendations for future research and training for English Teachers in the area of Assistive Technology are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Puerto Rico