東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Incorporating iPadRTM Mobile Digital...

Carlson, Krislyn J.

FindBook

Google Book

Amazon

博客來

Incorporating iPadRTM Mobile Digital Devices within Repeated Reading Interventions for Students with Learning Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Incorporating iPadRTM Mobile Digital Devices within Repeated Reading Interventions for Students with Learning Disabilities./
作者:	Carlson, Krislyn J.
面頁冊數:	259 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629682
ISBN:	9781321069297

Incorporating iPadRTM Mobile Digital Devices within Repeated Reading Interventions for Students with Learning Disabilities.
Carlson, Krislyn J.

Incorporating iPadRTM Mobile Digital Devices within Repeated Reading Interventions for Students with Learning Disabilities. - 259 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ed.D.)--University of South Dakota, 2014.

This study examined the effects of incorporating iPadRTM mobile digital devices within repeated reading interventions for second- through fourth-grade students with learning disabilities. More specifically, this study compared two variations of a repeated reading intervention condition to see what effects the addition of audio modeling by a fluent reader produced on the reading rate and accuracy of the participants. Five students and their special education teacher participated. The study took place in a resource room within a rural, Midwestern school. The participants engaged in one-minute repeated readings of instructional-level texts using an application developed for use on iPadRTM mobile devices. Student performance was charted using Standard Celeration Charts. Performance trends were analyzed to measure growth in oral reading rate and accuracy. This study found that the use of iPadRTM devices within repeated reading procedures resulted in moderate improvements in participants' oral reading fluency. With the addition of audio modeling by a fluent reader, participants required fewer readings of a passage to reach criterion. Measures of interobserver reliability, procedural integrity, and social validity were reported. Limitations such as student absences, researcher absences, and setting characteristics may have influenced the results. This study could have implications for educators who work with students who exhibit learning disabilities and experience difficulties with oral reading fluency.

ISBN: 9781321069297Subjects--Topical Terms:

516693
Special education.

Incorporating iPadRTM Mobile Digital Devices within Repeated Reading Interventions for Students with Learning Disabilities.
LDR:02520nmm a2200313 4500 001 2068417
005 20160422121550.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321069297
035 $a (MiAaPQ)AAI3629682
035 $a AAI3629682
040 $a MiAaPQ $c MiAaPQ
100 1 $a Carlson, Krislyn J. $3 3183354
245 1 0 $a Incorporating iPadRTM Mobile Digital Devices within Repeated Reading Interventions for Students with Learning Disabilities.
300 $a 259 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: William J. Sweeney.
502 $a Thesis (Ed.D.)--University of South Dakota, 2014.
520 $a This study examined the effects of incorporating iPadRTM mobile digital devices within repeated reading interventions for second- through fourth-grade students with learning disabilities. More specifically, this study compared two variations of a repeated reading intervention condition to see what effects the addition of audio modeling by a fluent reader produced on the reading rate and accuracy of the participants. Five students and their special education teacher participated. The study took place in a resource room within a rural, Midwestern school. The participants engaged in one-minute repeated readings of instructional-level texts using an application developed for use on iPadRTM mobile devices. Student performance was charted using Standard Celeration Charts. Performance trends were analyzed to measure growth in oral reading rate and accuracy. This study found that the use of iPadRTM devices within repeated reading procedures resulted in moderate improvements in participants' oral reading fluency. With the addition of audio modeling by a fluent reader, participants required fewer readings of a passage to reach criterion. Measures of interobserver reliability, procedural integrity, and social validity were reported. Limitations such as student absences, researcher absences, and setting characteristics may have influenced the results. This study could have implications for educators who work with students who exhibit learning disabilities and experience difficulties with oral reading fluency.
590 $a School code: 0203.
650 4 $a Special education. $3 516693
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational technology. $3 517670
650 4 $a Elementary education. $3 641385
650 4 $a Educational evaluation. $3 526425
690 $a 0529
690 $a 0535
690 $a 0710
690 $a 0524
690 $a 0443
710 2 $a University of South Dakota. $b Curriculum & Instruction. $3 3177007
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0203
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629682