東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Effects of digital text modification...

Pattee, Megan.

Linked to FindBook

Google Book

Amazon

博客來

Effects of digital text modifications on reading in students with language-based learning disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of digital text modifications on reading in students with language-based learning disabilities./
Author:	Pattee, Megan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	50 p.
Notes:	Source: Masters Abstracts International, Volume: 56-01.
Contained By:	Masters Abstracts International56-01(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10154799
ISBN:	9781369098921

Effects of digital text modifications on reading in students with language-based learning disabilities.
Pattee, Megan.

Effects of digital text modifications on reading in students with language-based learning disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 50 p.

Source: Masters Abstracts International, Volume: 56-01.

Thesis (M.S.)--MGH Institute of Health Professions, 2016.

For readers with language-based learning disabilities (LBLD), a major challenge is reading printed text accurately and fluently. One underlying deficit contributing to text difficulty may be in the area of visual attention span, which is the number of elements that can be processed in parallel within a brief temporal window (Bosse, 2007). In this study, we explored the effect of five text modifications on reading rate and accuracy on digital text samples in high school students with LBLD. These modifications are purported to improve reading outcomes in struggling readers, and some are particularly targeted to students with visual-attention span deficits. The goals were to investigate whether modifying text presentation could positively impact reading ability, to determine how visual-attention span was related to this relationship, and how students perceived the impact of each modification on their reading. Results indicated that digital text manipulations of increased inter-letter spacing, decreased line width, Dyslexie font, and alternating size gradient significantly improved oral reading accuracy, but no condition reached significance for oral reading speed. In contrast to previous research, visual-attention span was not found to correlate to single word or passage reading efficiency. A significant small to moderate positive correlation between student perception of oral reading speed and words-correct-per-minute was found across all conditions, but no significance was found for perceptions of accuracy and errors-per-minute. Implications for theoretical models underlying LBLD and visual-attention span are discussed.

ISBN: 9781369098921Subjects--Topical Terms:

516579
Education.

Effects of digital text modifications on reading in students with language-based learning disabilities.
LDR:02638nmm a2200313 4500 001 2158919
005 20180618095024.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369098921
035 $a (MiAaPQ)AAI10154799
035 $a (MiAaPQ)mghihp:10074
035 $a AAI10154799
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pattee, Megan. $3 3346773
245 1 0 $a Effects of digital text modifications on reading in students with language-based learning disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 50 p.
500 $a Source: Masters Abstracts International, Volume: 56-01.
500 $a Adviser: Joanna A. Christodoulou.
502 $a Thesis (M.S.)--MGH Institute of Health Professions, 2016.
520 $a For readers with language-based learning disabilities (LBLD), a major challenge is reading printed text accurately and fluently. One underlying deficit contributing to text difficulty may be in the area of visual attention span, which is the number of elements that can be processed in parallel within a brief temporal window (Bosse, 2007). In this study, we explored the effect of five text modifications on reading rate and accuracy on digital text samples in high school students with LBLD. These modifications are purported to improve reading outcomes in struggling readers, and some are particularly targeted to students with visual-attention span deficits. The goals were to investigate whether modifying text presentation could positively impact reading ability, to determine how visual-attention span was related to this relationship, and how students perceived the impact of each modification on their reading. Results indicated that digital text manipulations of increased inter-letter spacing, decreased line width, Dyslexie font, and alternating size gradient significantly improved oral reading accuracy, but no condition reached significance for oral reading speed. In contrast to previous research, visual-attention span was not found to correlate to single word or passage reading efficiency. A significant small to moderate positive correlation between student perception of oral reading speed and words-correct-per-minute was found across all conditions, but no significance was found for perceptions of accuracy and errors-per-minute. Implications for theoretical models underlying LBLD and visual-attention span are discussed.
590 $a School code: 0895.
650 4 $a Education. $3 516579
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational technology. $3 517670
690 $a 0515
690 $a 0535
690 $a 0710
710 2 $a MGH Institute of Health Professions. $b Communications, Sciences and Disorders. $3 3280935
773 0 $t Masters Abstracts International $g 56-01(E).
790 $a 0895
791 $a M.S.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10154799