Reading Aides

This category of articles includes studies and reviews pertaining to the use of reading aids, such as text-to-speech software and e-books, both in and outside of the classroom.

Effects of computer-based cognitive mapping on reading comprehension for students with emotional behavior disorder

Jun 28, 2013, 12:51 PM
Blankenship, T. L., Ayres, K. M., & Langone, J. (2005). Effects of computer-based cognitive mapping on reading comprehension for students with emotional behavior disorders. Journal of Special Education Technology, 20(2), 15-23.

Characteristics

  • Two male and one female 15-year-old freshmen with reading difficulties who were classified as having an emotional behavioral disorder (EBD) participated in the study.
  • This study examined the effects of using cognitive mapping software to improve the reading comprehension of youth classified as EBD.
  • Participants used the Inspiration software program to create cognitive maps of what they read.

Setting

  • All activities took place in the participants’ self-contained classroom.

Method

  • Participants were trained on how to create cognitive maps using the Inspiration software prior to the intervention phase.
  • The study followed the three participants as they created cognitive maps while reading 3 chapters of social studies text.
  • At the beginning of each chapter, students took the chapter test as a baseline measure and took the test again after finishing the chapter as a post-test measure.
  • Following the chapter pretest, students read a predetermined length of the chapter and created an accompanying cognitive map for 20 minutes each day.
  • At the end of each 20 minute session, students took an oral quiz over the chapter and were given permission to move on to the next section if they answered 80% or more of the questions correctly.
  • If they did not answer 80% of the questions correctly, they were required to reread the section the next day.
  • After participants finished each chapter, they took a chapter test.

Results

  • All 3 students showed an increase of acquired information during the course of each chapter and scored above 75% on chapter tests.
  • The data suggest that the cognitive maps facilitated their acquisition of new material and allowed them to learn new information while working independently.
  • While all 3 participants had a history of difficulty working independently, each was successful in engaging in the cognitive mapping process independently.
  • In addition, the researchers found that the students enjoyed using the Inspiration software because it helped them more easily identify the important information in the readings.
Categories:
  • Reading
Tags:

Computer Assisted Instruction

Effects of computer-based cognitive mapping on reading comprehension for students with emotional behavior disorder

Jun 28, 2013, 12:51 PM
Blankenship, T. L., Ayres, K. M., & Langone, J. (2005). Effects of computer-based cognitive mapping on reading comprehension for students with emotional behavior disorders. Journal of Special Education Technology, 20(2), 15-23.

Characteristics

  • Two male and one female 15-year-old freshmen with reading difficulties who were classified as having an emotional behavioral disorder (EBD) participated in the study.
  • This study examined the effects of using cognitive mapping software to improve the reading comprehension of youth classified as EBD.
  • Participants used the Inspiration software program to create cognitive maps of what they read.

Setting

  • All activities took place in the participants’ self-contained classroom.

Method

  • Participants were trained on how to create cognitive maps using the Inspiration software prior to the intervention phase.
  • The study followed the three participants as they created cognitive maps while reading 3 chapters of social studies text.
  • At the beginning of each chapter, students took the chapter test as a baseline measure and took the test again after finishing the chapter as a post-test measure.
  • Following the chapter pretest, students read a predetermined length of the chapter and created an accompanying cognitive map for 20 minutes each day.
  • At the end of each 20 minute session, students took an oral quiz over the chapter and were given permission to move on to the next section if they answered 80% or more of the questions correctly.
  • If they did not answer 80% of the questions correctly, they were required to reread the section the next day.
  • After participants finished each chapter, they took a chapter test.

Results

  • All 3 students showed an increase of acquired information during the course of each chapter and scored above 75% on chapter tests.
  • The data suggest that the cognitive maps facilitated their acquisition of new material and allowed them to learn new information while working independently.
  • While all 3 participants had a history of difficulty working independently, each was successful in engaging in the cognitive mapping process independently.
  • In addition, the researchers found that the students enjoyed using the Inspiration software because it helped them more easily identify the important information in the readings.
Categories:
  • Reading
Tags: