The Center for Electronic Studying at the University of Oregon is conducting two studies designed to explore effective illustrative resources in high school biology texts for students with learning disabilities. The first focuses dynamic versus static illustrations. The second focuses on descriptive versus instructional captions. Continue reading “University of Oregon Update”
Month: February 2008
Ohio State University 2007 Research
This study investigates the effects of "guided notes" and "text-to-speech" on the on-task behavior and academic performance of high school students with disabilities receiving services via the EnvisionIT Transition Curriculum.
Continue reading “Ohio State University 2007 Research”
Michigan State University Update
This study investigates the use of translational resources, using the text-to-speech tools in WYNN (Freedom Scientific) to improve students’ comprehension of social studies text.
Fordham University Update
This study investigates the effects of supported etext with English to-Spanish translations of content-specific vocabulary and content-specific sentences on the reading comprehension of adolescents who have learning disabilities, are ESL/ELL learners and who have Spanish as their first language. Continue reading “Fordham University Update”
EDC Update
This study investigates the use of translational resources (both software and traditional print-based materials) to improve 8th grade students' comprehension of social studies text.
Collier County Update
This study investigates two types of notational resources in the WYNN electronic reading environment within a randomized controlled trial: digital voice notes and digital text notes. Continue reading “Collier County Update”