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ERIC Number: EJ1045968
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 82
ISBN: N/A
ISSN: ISSN-0827-3383
The Effect of Embedded Text-to-Speech and Vocabulary eBook Scaffolds on the Comprehension of Students with Reading Disabilities
Gonzalez, Michelle
International Journal of Special Education, v29 n3 p111-125 2014
Limited research exists concerning the effect of interactive electronic texts or eBooks on the reading comprehension of students with reading disabilities. The purpose of this study was to determine if there was a significant difference in oral retelling and comprehension performance on multiple-choice questions when 17 students with reading disabilities in third (n = 10) and fourth (n = 7) grade read eBooks under three different book formats. Participants read text presented in 3 formats with varying levels of built-in scaffolds including text-to-speech and vocabulary supports. Results of a Friedman's Test revealed a significant effect of the different book formats on comprehension measured by oral retelling, but not for comprehension measured by multiple-choice questions.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A