Improving struggling readers' comprehension through scaffolded hypertexts and other computer-based literacy programs

International Handbook of Literacy and Technology

Volumn 2, Issue , 2013, Pages 75-92

  Dalton, Bridget ^a   Strangman, Nicole ^a  

^a CAST   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85084913683     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203929131-13     Document Type: Chapter

References (68)

1. Aist, G. S., & Mostow, J. (1997). Adapting human tutorial interventions for a reading tutor that listens: Using continuous speech recognition in interactive educational multimedia. Paper presented at the CALL'97 Conference on Multimedia, Exeter, England.
2. Anderson, L. M., Horney, M., & Blair, J. (1999-2001). Project intersect and the intersect digital library. Retrieved April 8, 2005, from http://intersect.uoregon.edu/default.html
3. Anderson-Inman, L., & Homey, M. A. (1998). Transforming text for at-risk readers. In D. Reinking & M. C. McKenna (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world. (pp. 15-43). Mahwah, NJ: Lawrence Erlbaum Associates.
4. Anderson-Inman, L., Horney, M. A., Chen, D., & Lewin, L. (1994). Hypertext literacy: Observations from the electrotext project. Language Arts, 71(4), 37-45.
5. Boone, R., & Higgins, K. (1993). Hypermedia basal readers: Three years of school-based research. Journal of Special Education Technology, 12(2), 86-106.
6. Cognition and Technology Group & Vanderbilt Learning Technology Center. (1993). Examining the cognitive challenges and pedagogical opportunities of integrated media systems: Toward a research agenda. Journal of Special Education Technology, 12(2), 118-124.
7. Coiro, J., Leu, D. J., Kinzer, C. K., Labbo, L., Teale, W., Bergman, L., Sulzen, J., & Zheng, D. (2003). A review of research on literacy and technology: Replicating and extending the NRP subcommittee report on computer technology and reading instruction. Paper presented at the 53rd Annual Meeting of the National Reading Conference, Arizona.
8. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
9. Dalton, B., & Coyne, P. (2002). Universally designed digital picture books to support beginning reading in children with cognitive disabilities, 52nd Annual Meeting of the National Reading Conference. San Antonio, Texas.
10. Dalton, B., & Herbert, M. (2003, December). Scaffolding students’ response to digital literature with embedded strategy supports: The role of audio-recording vs. Written response options. Paper presented at the 53rd Annual Meeting of the National Reading Conference, Arizona.
11. Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In Handbook of research on educational communications and technology (2nd ed., pp. 813-828). Mahwah, NJ: Lawrence Erlbaum Associates.
12. Eagleton, M. B., Guinee, K., & Langlais, K. (2003). Teaching Internet literacy strategies: The hero inquiry project. Voices from the Middle, 10(3), 28-35.
13. Ehri, L. C. (1994). Development of the ability to read words: Update. In R. B. Ruddell & M. R. Ruddell (Eds.), Theoretical models and processes of reading(4th ed.). (pp. 323-358): International Reading Association.
14. Elbro, C., Rasmussen, I., & Spelling, B. (1996). Teaching reading to disabled readers with language disorders: A controlled evaluation of synthetic speech feedback. Scandinavian Journal of Psychology, 37, 140-155.
15. Elkind, J., Cohen, K., & Murray, C. (1993). Using computer-based readers to improve reading comprehension of students with dyslexia. Annals of Dyslexia, 43, 238-259.
16. Erdner, R. A., Guy, R. F., & Bush, A. (1998). The impact of a year of computer assisted instruction on the development of first grade learning skills. Journal of Educational Computing Research, 18(4), 369-386.
17. Farmer, M. E., Klein, R., & Bryson, S. E. (1992). Computer-assisted reading: Effects of whole-word feedback on fluency and comprehension in readers with severe disabilities. Remedial and Special Education, 13(2), 50-60.
18. Gaskins, I. (2003). Taking charge of reader, text, activity and context variables. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 141-165). New York: Guilford Press.
19. Graham, S., & Harris, K. R. (1996). Addressing problems in attention, memory, and executive functioning: An example from self-regulated strategy development. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 349-365): Paul H. Brookes Publishing Co.
20. Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Development Disorders, 25(5), 459-481.
21. Higgins, K., Boone, R., & Lovitt, T. (1996). Hypertext support for remedial students and students with learning disabilities. Journal of Learning Disabilities, 29(4), 402-412.
22. Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: The effects of continuous vs. Discrete speech recognition systems on the reading and spelling of children with learning disabilities. Journal of Special Education Technology, 75(1), 19-30.
23. Holt-Ochsner, H. (1992). Automaticity training for dyslexics: An experimental study. Annals of Dyslexia, 42, 222-241.
24. Homey, M. A., & Anderson-Inman, L. (1994). The electrotext project: Hypertext reading patterns of middle school students. Journal of Educational Multimedia and Hypermedia, 3(1), 71-91.
25. Homey, M. A., & Anderson-Inman, L. (1999). Supported text in electronic reading environments. Reading & Writing Quarterly, 15(2), 127-168.
26. Individual with disabilities education act. (1997).
27. Kamil, M. L. (2003). Adolescents and literacy: Reading for the 21st century. Washington, D.C.: Alliance for Excellent Education.
28. Kress, G. (2003). Literacy in the new media age. London: Routledge.
29. Lemke, J. L. (1998). Metamedia literacy: Transforming meanings and media. In D. Reinking, M. C. McKenna, L. D. Labbo & R. D. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typo graphic world, (pp. 283-301). Mahwah, NJ: Lawrence Erlbaum Associates.
30. Leong, C. K. (1995). Effects of on-line reading and simultaneous dectalk auding in helping below-average and poor readers comprehend and summarize text. Learning Disability Quarterly, 18, 101-116.
31. Leu Jr., D. J. (2002). Internet workshop: Making time for literacy. Reading Teacher (Vol. 55, p. 466): International Reading Association.
32. Leu, D. J., & Kinzer, C. K. (2000). The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly, 35(1), 108.
33. Lewin, C. (1997). “Test driving” cars: Addressing the issues in the evaluation of computer-assisted reading software. Journal of Computing in Childhood Education, 8(212), 111-132.
34. Lewin, C. (2000). Exploring the effects of talking book software in UK primary classrooms. Journal of Research in Reading, 23(2), 149-157.
35. Lipson, M. Y., & Wixson, K. K. (1997). Assessment & instruction of reading and writing disability: An interactive approach. (Second ed.). New York: Longman.
36. Lundberg, I. (1995). The computer as a tool of remediation in the education of students with reading disabilities theory-based approach. 1995, 18, 89-99.
37. Lundberg, I., & Olofsson, A. (1993). Can computer speech support reading comprehension? Computers in Human Behavior, 9, 283-293.
38. Lynch, L., Fawcett, A. J., & Nicolson, R. I. (2000). Computer-assisted reading intervention in a secondary school: An evaluation study. British Journal of Educational Technology, 31(4), 333-348.
39. MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101(3), 273-301.
40. MacArthur, C. A., & Haynes, J. B. (1995). Student assistant for learning from text (salt): A hypermedia reading aid. Journal of Learning Disabilities, 28(3), 50-59.
41. McKenna, M. C. (1998). Electronic texts and the transformation of beginning reading. In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world (pp. 45-59). Mahwah, NJ: Lawrence Erlbaum Associates.
42. Meyer, A., & Rose, D. H. (1998). Learning to read in the computer age (Vol. 3). Cambridge, MA: Brookline Books.
43. Montali, J., & Lewandowski, L. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29(3), 271-279.
44. Moore-Hart, M. A. (1995). The effects of multicultural links on reading and writing performance and cultural awareness of fourth and fifth graders. Computers in Human Behavior, 11(3-4), 391-410.
45. Mostow, J., Aist, G., Burkhead, P., Corbett, A., Cuneo, A., Eitelman, S., Huang, S., Junker, B., Sklar, M. B., & Tobin, B. (2003). Evaluation of an automated reading tutor that listens: Comparison to human tutoring and classroom instruction. Journal of Educational Computing Research, 29(1), 61-117.
46. National Center for Education Statistics. (2003). Digest of education statistics, 2003. Retrieved March 31, 2005, from http://nces.ed.gOv//programs/digest/d03/
47. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition & Instruction, 1(2), 117.
48. Pew Internet & American Life Project. (2003). America’s online pursuits: The changing picture of who’s online and what they do. Washington, D.C.: Madden, M.
49. Raskind, M. H., & Higgins, E. L. (1999). Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities. Annals of Dyslexia, 49, 251-281.
50. Reinking, D. (1988). Computer-mediated text and comprehension differences: The role of reading time, reader preference, and estimation of learning. Reading Research Quarterly, 23(4), 484-498.
51. Reinking, D., & Schreiner, R. (1985). The effects of computer-mediated text on measures of reading comprehension and reading behavior. Reading Research Quarterly, 20(5), 536-552.
52. Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of multimedia book reviews to increase elementary students’ independent reading. Reading Research Quarterly, 35(3), 389-419.
53. Rose, D. H., & Dalton, B. (2002). Using technology to individualize reading instruction. In C. C. Block, L. B. Gambrell, & M. Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory, and classroom practice (pp. 257-274). San Francisco, CA: Jossey Bass Publishers.
54. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
55. Snow, C. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Pittsburgh, PA: Office of Educational Research and Improvement.
56. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
57. Strangman, N., & Dalton, B. (2005). Technology for struggling readers: A review of the research. In D. Edyburn, K. Higgins, & R. Boone (Eds.), The handbook of special education technology research and practice (pp. 545-569). Whitefish Bay, WI: Knowledge by Design.
58. Swanson, H. L., & Alexander, J. E. (1997). Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis. Journal of Educational Psychology, 89(1), 128-158.
59. Swanson, H. L., & Trahan, M. F. (1992). Learning disabled readers' comprehension of computer mediated text: The influence of working memory, metacognition, and attribution. Learning Disabilities Research & Practice, 7, 74-86.
60. van Daal, V. H. P., & Reitsma, P. (1993). The use of speech feedback by normal and disabled readers in computer-based reading practice. Reading and Writing: An Interdisciplinary Journal, 5, 243-259.
61. van den Bosch, K., van Bon, W. H. J., & Schreuder, R. (1995). Poor readers’ decoding skills: Effects of training with limited exposure duration. Reading Research Quarterly, 30(1), 110-125.
62. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
63. Wise, B. W., & Olson, R. K. (1995). Computer-based phonological awareness and reading instruction. Annals of Dyslexia, 45, 99-122.
64. Wise, B. W., Ring, J., & Olson, R. K. (1999). Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271-304.
65. Wise, B. W., Ring, J., & Olson, R. K. (2000). Individual differences in gains from computer-assisted remedial reading. Journal of Experimental Child Psychology, 77, 197-235.
66. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.
67. Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33(4), 375.
68. Xin, J. F., Glaser, C. W., & Rieth, H. (1996). Multimedia reading using anchored instruction and video technology in vocabulary lessons. Teaching Exceptional Children, 45-49.