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ERIC Number: EJ865603
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0162-6434
Expanding Literacy for Learners with Intellectual Disabilities: The Role of Supported eText
Douglas, Karen H.; Ayres, Kevin M.; Langone, John; Bell, Virginia; Meade, Cara
Journal of Special Education Technology, v24 n3 p35-44 2009
A series of single-subject experiments were conducted to evaluate the effects of presentational, translational, illustrative, instructional, and summarizing supports on the reading and listening comprehension of students with moderate intellectual disabilities. The specific eText supports under investigation included digitized voice and text-to-speech, text highlighting, video summaries, text-linked photographs, and graphic organizers. Two eText supports were found to be effective in supporting text comprehension for this population: reading the text out loud (using either recorded voice or text-to-speech), and graphic organizers. The findings also revealed the importance of providing explicit instruction in how to use eText supports. The article summarizes six studies and discusses the implications of the results for students with moderate intellectual disabilities, their teachers, and their parents.
Technology and Media Division of the Council for Exceptional Children. Available from: Boyd Printing Company, Inc. University of Oklahoma, College of Education, 820 Van Vleet Oval, Norman, OK 73072. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A