Meetings of the NCSeT Technical Review Board were held at the 2009 CEC and AERA Conferences.

Using 3D Virtual Worlds for teaching and learning

A doctoral student researcher studies efficacy of instructional resources using mobile technology with learning disabled students.

Enhancing Access to eText Supports in a Statewide Installation of Assistive Technology for Reading: This strand of research has two major areas of focus. The first examined the extent to which student selection of presentational resources relate to learner characteristics.

The Effects of Notational Resources on the Reading of Supplementary Materials in Science: This strand of research investigates two types of notational resources in the WYNN reading environment: digital voice notes and digital text notes.

Using eText Supports with English Language Learners (ELL) with Learning Disabilities: This strand of research investigates the usability and effects of bilingual translational resources (English to Spanish translations of content-specific vocabulary and sentences) with ELL Spanish speaking adolescents with learning disabilities.

Illustrative Resources in High School Science Instruction: This strand of research investigates the effects of illustrative resources on the comprehension of high school students with learning disabilities when reading biology texts.

Effects of Text-to-Speech and Guided Notes on the Academic Performance of High School Students with Disabilities in Career Education. This strand of research investigates the differential effects of translational and notational resources on the comprehension of high school students with disabilities when reading and learning in an online curriculum dedicated to technology-supported career awareness. Two etext supports are under investigation: text-to-speech (a translational resource) and guided notes (a notational resource.)

Supported eText Research with Students who have Cognitive Disabilities. This strand of research investigates the use of supported etext for students with cognitive disabilities. Over the past three years, four studies have been implemented to investigate the effects of presentational, navigational, translational, and illustrative resources on the reading comprehension of students with mild to moderate intellectual disabilities.