國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of digital text modifications on reading in students with language-based learning disabilities./
作者:	Pattee, Megan.
面頁冊數:	1 online resource (50 pages)
附註:	Source: Masters Abstracts International, Volume: 56-01.
標題:	Education. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (50 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369098921Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Effects of digital text modifications on reading in students with language-based learning disabilities.
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500 $a Source: Masters Abstracts International, Volume: 56-01.
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502 $a Thesis (M.S.)--MGH Institute of Health Professions, 2016.
504 $a Includes bibliographical references
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.
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