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ERIC Number: EJ881592
Record Type: Journal
Publication Date: 2010-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0731-9258
The Effect of Technology-Based Altered Readability Levels on Struggling Readers' Science Comprehension
Marino, Matthew T.; Coyne, Michael; Dunn, Michael
Journal of Computers in Mathematics and Science Teaching, v29 n1 p31-49 Feb 2010
This article reports findings from a study examining how altered readability levels affected struggling readers' (N = 288) comprehension of scientific concepts and vocabulary. Specifically, the researchers were interested in learning what effect altered readability levels have when low ability readers participate in a technology-based science curriculum that included enhancements such as pictorial representations, video captions, and interactive tutorials. Struggling readers in 62 general education science classrooms were identified based on standardized reading test scores. Students were randomly selected to receive electronic text from the curriculum at either the 4th grade (treatment) or 8th grade (control) level. Students' scores were evaluated to determine if there were significant differences in comprehension based on the students' reading ability or the readability level of the electronic text. Findings indicate that students with severe reading difficulties achieved posttest scores that were highly similar to students with higher reading ability levels. Implications and recommendations for technology-based curricula, research, and practice are discussed. (Contains 4 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A