Abstract

This article reports the findings from a study that examined how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum. The curriculum contained salient features of the Universal Design for Learning (UDL) theoretical framework. Sixteen general education teachers implemented the curriculum in 62 inclusive classrooms. Students' (N = 1153) tool use was monitored throughout the four-week curriculum to determine if there was a relationship between students' reading ability, use of cognitive tools, and their comprehension of scientific concepts and processes. Students were grouped into three reading ability levels based on their performance on a standardized reading test. Findings from this study indicate that students who scored below the 50th percentile on the reading assessment utilized and benefited from the tools in highly similar ways. Implications and recommendations for instructional design research and practice are discussed. (Contains 3 figures and 5 tables.)

Citation

Marino, M.T. (2009). Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools. Exceptionality, 17(2), 88-102. Retrieved August 13, 2024 from https://www.learntechlib.org/p/104354/.

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Keywords

• Academic Accommodations (Disabilities)
• assistive technology
• astronomy
• Cognitive Ability
• Inclusive Schools
• instructional design
• Multiple Choice Tests
• Pretests Posttests
• Reading Ability
• Reading Difficulties
• Reading Instruction
• Reading Tests
• Scientific Concepts
• Use Studies