An investigation of the use of “Thinking Reader”, a universally designed computer-supported reading environment, approach to word recognition and word knowledge with deaf middle-school students: A case study
Mei Yeh Kennedy, Capella University, United States
Capella University . Awarded
This case study observed how Deaf middle school students attained word recognition and word knowledge using a researchware, Thinking Reader , developed by the Center for Applied Special Technology. Thinking Reader, a digital book with reading comprehension support embedded, facilitated word comprehension using multimedia, including videos in American Sign Language that corresponded directly with the reading material. The study was implemented with Deaf middle school, or grade 6, 7, 8, students whose average reading ability was at the first and second grade level. The goal of the study was to observe the process and to gain insight of the decisions and interactions students made to enhance their vocabulary with Thinking Reader, a computer-mediated environment. The findings of this study suggested that the students benefited from the multimedia features of Thinking Reader. The multimedia features supported students' word recognition, word knowledge and encouraged independence. It was found that the students used the features of Thinking Reader in different ways, reflecting their individual preferences. In addition, the use of technology to present text bilingually, in both American Sign Language and English, had an impact on students' motivation. The students reported that the decoding view was most successful in motivating them to recognize words.
Kennedy, M.Y. An investigation of the use of “Thinking Reader”, a universally designed computer-supported reading environment, approach to word recognition and word knowledge with deaf middle-school students: A case study. Ph.D. thesis, Capella University.
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