Home Supported eText Theoretical Foundations
Theoretical Foundations
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NCSeT Typology of Supported eText Resources
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Resource Type
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Description
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Examples
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Enables the text and accompanying graphics to be presented in varying ways, hence customizable to meet the needs of individual readers
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Font size and style, text and background color, line and page length, page layout and juxtaposition with other pages, graphics in relationship to text
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Provides tools that allow the reader to move within a document or between documents
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Within-document links, across-document links, embedded menus, links from other resources such as Table of Contents, Glossary, Bibliography
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Provides a one-to-one equivalent or simplified version that is more accessible or familiar to the reader. May focus on a word, phrase, paragraph, picture, or whole document. Translation may or may not be of the same modality or media.
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Synonyms, definitions, digitized or synthesized text-to-speech, alternate language equivalents (Spanish), video of ASL translation, text descriptions for images, captions for video
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Provides information that seeks to clarify the what, where, how, or why of some concept, object, process, or event.
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Clarifications, interpretations, or descriptions that point to causes, operations, components, mechanisms, parts, methods, procedures, context or consequences; list of influencing factors
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Provides a visual representation or example of something in the text. Designed to support, supplement or extend comprehension of the text through illustrations or examples.
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Drawings, photos, simulations, video, photos, reenactments, sounds, music, information that something is representative of its type (“…. is a typical example of…”)
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Provides a summarized or condensed way of viewing some feature of the document.
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Table of contents, concept map, list of key ideas, chronology, timeline, cast of characters, abstract
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Provides supplementary information that is not strictly needed to comprehend the text, but adds to the readers’ appreciation or understanding of its importance or historical context
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Background information, publication history, biography of the author, footnotes, bibliography, influence on other writers
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Provides prompts, questions, strategies or instruction designed to teach some aspect of the text or how to read and interpret the text
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Tutorials, self-monitoring comprehension questions, annotations, instructional prompts, study guides, embedded study strategies, online mentoring, tips for effective reading
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Provides tools for marking or taking notes on the text to enable later retrieval for purposes of studying or completing assignments.
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Electronic highlighting, bookmarking, post-its, margin notes, outlining, drawing. Ways to gather and group these notes for post-reading review.
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Provides tools for working or sharing with other readers, the author, or some other audience.
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Threaded discussion, online chat, email links, podcasts, blogs
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Provides materials, prompts, and assignments designed to assess student learning from the text
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Questions, quizzes, tests, surveys, online interviews, assignments leading to products
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© 2007 National Center for Supported eText, University of Oregon
From Anderson-Inman, L. & Horney, M.A. (2007). Supported eText: Assistive technology
through text transformations. Reading Research Quarterly, 42(1), 153-160.
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The concept of “supported text” was first developed by Anderson-Inman and Horney (1998; 1999) to describe electronic text that is modified or enhanced in ways that support student comprehension and extend student learning. |
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To gain meaningful access to the general education curriculum, students with disabilities must overcome the substantial barriers to learning imposed the by the printed materials they are asked to read. Textbooks, workbooks, instruction manuals, novels, short stories, essays, reference books, newspapers, magazines, pamphlets, and worksheets, all present difficulties to readers challenged by text and these differences can impede or prevent students with disabilities from learning. Technology can assist with such difficulties by enabling a shift from printed text to electronic text.
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