Technology tools to support reading in the digital age

Future of Children

Volumn 22, Issue 2, 2012, Pages 139-160

  Biancarosa, Gina ^a   Griffiths, Gina G ^a  

^a UNIVERSITY OF OREGON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; EDUCATIONAL TECHNOLOGY; HUMAN; INSTRUMENTATION; LEARNING; MANPOWER; MASS MEDIUM; MICROCOMPUTER; PROFESSIONAL COMPETENCE; READING; SCHOOL; STANDARD; TEACHING;

CHILD; COMMUNICATIONS MEDIA; COMPUTERS, HANDHELD; EDUCATIONAL TECHNOLOGY; HUMANS; LEARNING; PROFESSIONAL COMPETENCE; READING; SCHOOLS; TEACHING;

EID: 84867551388     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2012.0014     Document Type: Article

References (107)

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20. Interactive whiteboards can store an individual's interactions with them to an external computing device and replay them again later. The external device can also project, modify, store, and replay computer images. Clickers are portable devices held by students that resemble remote controls
21. they allow teachers to poll students and have students respond by clicking a button. Student responses can be tallied and tracked to allow the teacher to monitor student understanding and are also intended to increase classroom interactions.
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34. For review, see Richard K. Olson and Barbara Wise, "Computer-Based Remediation for Reading and Related Phonological Disabilities," in International Handbook of Literacy and Technology, vol. 2, edited by Michael C. McKenna and others (Mahwah, N.J.: Erlbaum, 2006), pp. 57-74.
35. Richard K. Olson and others, "Computer-Based Reading Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Posttraining Development of Word Recognition," Scientific Studies of Reading 1 (1997): 235-53
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38. Korat and Shamir, "The Educational Electronic Book as a Tool for Supporting Children's Emergent Literacy in Low Versus Middle SES Groups" (see note 20).
39. Jack Mostow and others, "4-Month Evaluation of a Learner-Controlled Reading Tutor that Listens," in The Path of Speech Technologies in Computer Assisted Language Learning: From Research Toward Practice, edited by V. M. Holland and F. P. Fisher(New York: Routledge, 2008), pp. 201-19.
40. G. Ayorkor Korsah and others, "Improving Child Literacy in Africa: Experiments with an Automated Reading Tutor," Information Technologies and International Development 6 (2010): 1-19.
41. Marilyn J. Adams, "The Promise of Automatic Speech Recognition for Fostering Literacy Growth in Children and Adults," in International Handbook of Literacy and Technology, vol. 2, edited by McKenna and others, pp. 109-28.
42. Cohen's weighted d = 0.31
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45. C. Patrick Proctor and others, "Improving Comprehension Online: Effects of Deep Vocabulary Instruction with Bilingual and Monolingual Fifth Graders," Reading and Writing: An Interdisciplinary Journal 24 (2011): 517-44.
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47. Bridget Dalton and C. Patrick Proctor, "Reading as Thinking: Integrating Strategy Instruction in a Universally Designed Digital Literacy Environment," in Reading Comprehension Strategies: Theories, Interventions, and Technologies, edited by Danielle S. McNamara (Mahwah, N.J.: Erlbaum, 2007), pp. 423-42
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51. Danielle S. McNamara and others, "Improving Adolescent Students' Reading Comprehension with iSTART," Journal of Educational Computing Research 34 (2006): 147-71
52. David Rose and Bridget Dalton, "Using Technology to Individualize Reading Instruction," in Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice, edited by Cathy C. Block, Linda B. Gambrell, and Michael Pressley (San Francisco: Jossey-Bass, 2002), pp. 257-74.
53. David Rose and Bridget Dalton, "Using Technology to Individualize Reading Instruction," in Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice, edited by Cathy C. Block, Linda B. Gambrell, and Michael Pressley (San Francisco: Jossey-Bass, 2002), pp. 257-74.
54. Nicole Strangman, Tracey Hall, and Anne Meyer, Background Knowledge with UDL, report prepared for the U.S. Department of Education (Wakefield, Mass.: National Center on Accessing the General Curriculum, 2004).
55. David Reinking and Lih-Juan ChanLin, "Graphic Aids in Electronic Texts," Reading Research and Instruction 33 (1994): 207-32.
56. WGBH Teachers' Domain: Digital Media for Classroom and Professional Development (www.teachersdomain.org)
57. National Geographic Education Beta (education.nationalgeographic.com).
58. Timothy A. Hays, "Spatial Abilities and the Effects of Computer Animation on Short-Term and Long-Term Comprehension," Journal of Educational Computing Research 14 (1996): 139-55
59. Charles A. MacArthur and Jacqueline B. Haynes, "Student Assistant for Learning from Text (SALT): A Hypermedia Reading Aid," Journal of Learning Disabilities 28, no. 3 (1995): 50-59.
60. Steven L. Thorne, Julie M. Sykes, and Ana Oskoz, "Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education," Sykes 25 (2008): 528
61. Chief Officers of State Libraries Association, "COSLA's Role in Providing E-Book Access," Report from 2011 Conference (www.cosla.org/documents/COSLA_Ebook_Report_3.pdf).
62. Chief Officers of State Libraries Association, "COSLA's Role in Providing E-Book Access," Report from 2011 Conference (www.cosla.org/documents/COSLA_Ebook_Report_3.pdf).
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64. June Mark, Janet Cornebise, and Ellen Wahl, Community Technology Centers: Impact on Individuals and Their Communities (Education Development Center, 1997)
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66. Lisa J. Servon, Bridging the Digital Divide: Technology, Community, and Public Policy (Oxford: Blackwell Publishers, 2002).
67. For further review of the problem and how Universal Design for Learning offers a solution, see website for CAST (www.cast.org/udl/faq/index.html).
68. For further review of the problem and how Universal Design for Learning offers a solution, see website for CAST (www.cast.org/udl/faq/index.html).
69. For example, see Susan R. Goldman and others, "A Technology for Assessing Multiple Source Comprehension: An Essential Skill of the 21st Century," in Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research, edited by Michael C. Mayrath and others (Charlotte, N.C.: Information Age Publishing, 2012).
70. Bert Green, "A Comment on Early Student Blunders on Computer-Based Adaptive Tests," Applied Psychological Measurement 35, no. 2 (2011): 165-74.
71. Donald Powers, "Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Graduate Record Examinations (GRE) General Test," Journal of Educational Computing Research 24, no. 3 (2001): 249-73.
72. Bonnie J. F. Meyer and Leonard W. Poon, "Age Differences in Efficiency of Reading Comprehension from Printed versus Computer-Displayed Text," Educational Gerontology 23 (1997): 789-807.
73. Jennifer Higgins and others, "Examining the Effect of Computer-Based Passage Presentation on Reading Test Performance," Journal of Technology, Learning, and Assessment 3, no. 4 (2005)
74. Do-Hong Kim and Huynh Huynh, "Computer-Based and Paper-and-Pencil Administration Mode Effects on a Statewide End-of-Course English Test," Educational and Psychological Measurement 68 (2008): 554-70
75. Mary Pommerich, "Developing Computerized Versions of Paper-and-Pencil Tests: Mode Effects for PassageBased Tests," Journal of Technology, Learning, and Assessment 2, no. 6 (2004).
76. Nancy Horkay and others, "Does It Matter if I Take My Writing Test on Computer? An Empirical Study of Mode Effects in NAEP," Journal of Technology, Learning, and Assessment 5, no. 2 (2006).
77. William R. Penuel and Louise Yarnall, "Designing Handheld Software to Support Classroom Assessment: An Analysis of Conditions for Teacher Adoption," Journal of Technology, Learning, and Assessment 3, no. 5 (2005).
78. Based on a search of literacy reports using "technology" and "computer" as keywords on the What Works Clearinghouse website (ies.ed.gov/ncee/wwc).
79. What Works Clearinghouse, Read 180: WWC Intervention Report (Washington: Institute of Education Sciences, 2009)
80. What Works Clearinghouse, SuccessMaker: WWC Intervention Report (Washington: Institute of Education Sciences, 2009).
81. Larissa Campuzano and others, Effectiveness of Reading and Mathematics Software Products: Findings from Two Student Cohorts (NCEE 2009-4041, 2009).
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85. Project Tomorrow, "Unleashing the Future: Educators Speak Up about the Use of Emerging Technologies for Learning," Speak Up 2009 National Findings: Teachers, Aspiring Teachers, and Administrators (Santa Monica, Calif.: RAND, 2010).
86. Lucinda Gray and others, Teachers' Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040, 2009)
87. Larry Cuban, Heather Kirkpatrick, and Craig Peck, "High Access and Low Use of Technology in High School Classrooms: Explaining an Apparent Paradox," American Educational Research Journal 38 (2001): 813-34.
88. Gray and others, Teachers' Use of Educational Technology in U.S. Public Schools (see note 62).
89. Penuel and Yarnall, "Designing Handheld Software to Support Classroom Assessment" (see note 54).
90. Gray and others, Teachers' Use of Educational Technology in U.S. Public Schools (see note 62).
91. Karen Swan and others, "Situated Professional Development and Technology Integration: The CATIE Mentoring Program," Journal of Technology and Teacher Education 10, no. 2 (2002): 169-90
92. Teresa Franklin and others, "Mentoring Overcomes Barriers to Technology Integration," Journal of Computing in Teacher Education 18, no. 1 (2001): 26-31.
93. Karen Grove and others, "Mentoring toward Technology Use: Cooperating Teacher Practice in Supporting Student Teachers," Journal of Research on Technology in Education 37, no. 1 (2004): 85-109.
94. Gina Biancarosa and others, "Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning," Elementary School Journal 111, no. 1 (2010): 7-34
95. Laurie Elish-Piper and Susan K. Allier, "Examining the Relationship between Literacy Coaching and Student Reading Gains in Grades K-3," Elementary School Journal 112, no. 1 (2010): 83-106
96. Lindsay Clare Matsumura and others, "Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility," Elementary School Journal 111, no. 1 (2010): 35-62
97. Misty Sailors and Larry R. Price, "Professional Development That Supports the Teaching of Cognitive Reading Strategy Instruction," Elementary School Journal 110, no. 3 (2010): 301-22.
98. Project Tomorrow, "Creating Our Future: Students Speak Up about Their Vision for 21st-Century Learning," Speak Up 2009 National Findings: K-12 Student and Parents (Santa Monica, Calif.: RAND, 2010).
99. State Educational Technology Directors Association, "High-Speed Broadband Access for All Kids: Breaking through the Barriers," Class of 2020 Action Plan for Education (Author, 2008).
100. State Educational Technology Directors Association, "High-Speed Broadband Access for All Kids: Breaking through the Barriers," Class of 2020 Action Plan for Education (Author, 2008).
101. Tom Rolfes and Tammy Stephens, 21st Century Networks for 21st-Century Schools: Making the Case for Broadband (Consortium for School Networks, 2009).
102. Gartner Consulting, Closing the Gap: Turning SIS/LMS Data into Action (Author, 2011).
103. Gartner Consulting, Closing the Gap: Turning SIS/LMS Data into Action (Author, 2011).
104. U.S. Department of Education, "General Information: Family Educational Rights and Privacy Act (FERPA)," Family Compliance Policy Office (www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html [Amended 2009]).
105. See CAST website for review and resources for the National Instructional Materials Accessibility Standard (aim.cast.org/learn/policy/federal).
106. Consortium for School Networking website (www.cosn.org)
107. State Educational Technology Directors Association website (www.setda.org).