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Stephanie L. Day; Jin Kyoung Hwang; Tracy Arner; Danielle S. McNamara; Carol M. Connor – Journal of Computer Assisted Learning, 2025
Background: The affordances of technology, such as e-books, offer the opportunity to increase engagement and provide personalised feedback to promote students' learning outcomes. E-books that encourage the use of comprehension monitoring strategies in real time may support stronger outcomes. Objectives: The purpose of this feasibility study was to…
Descriptors: Electronic Books, Reading Comprehension, Word Recognition, Elementary School Students
Stephanie L. Day; Jin K. Hwang; Tracy Arner; Danielle S. McNamara; Carol M. Connor – Grantee Submission, 2024
The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge e-books (WKe-Books), on essential skills that support reading comprehension with third-fifth grade students. Students (N= 425) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the…
Descriptors: Electronic Books, Reading Comprehension, Word Recognition, Elementary School Students
Kim, So-yeon – ProQuest LLC, 2020
Although technology has been commonly used to teach reading skills to students with autism spectrum disorder (ASD), the overall quality and evidence base of research supporting this practice has not yet been fully investigated. The purpose of this dissertation was to examine the effects of technology-based reading interventions for students with…
Descriptors: Reading Instruction, Intervention, Autism Spectrum Disorders, Technology Uses in Education