The effect of different representations on reading digital text for students with cognitive disabilities

Colloquium

Ming Chung Chen, Ting Fang Wu, Yun Lung Lin, Ya Hui Tasi, Hui Ching Chen

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The effectiveness of the different representation namely, text, text-picture and text-vice on reading digital text for students with severe developmental disabilities, particularly mental retardation and autism has been discussed. The digitalized learning material must be embedded with the multiple representations which allow students with special needs and educators to select suitable representation mode in reading activities. A well designed digital reading material saves energy and time of special educators from the task of routinely making specific adaptations of teaching material for their students. Three modes of multiple representation namely, text only, text-picture mode and text-voice mode have been used. The text mode was most effective representation with autism and text mode was more effective for participants with mental retardation.

Original languageEnglish
Pages (from-to)764-770
Number of pages7
JournalBritish Journal of Educational Technology
Volume40
Issue number4
DOIs
Publication statusPublished - 2009 Jul 1

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disability
student
autism
educator
mental disability
teaching materials
energy
learning

ASJC Scopus subject areas

  • Education

Cite this

The effect of different representations on reading digital text for students with cognitive disabilities : Colloquium. / Chen, Ming Chung; Wu, Ting Fang; Lin, Yun Lung; Tasi, Ya Hui; Chen, Hui Ching.

In: British Journal of Educational Technology, Vol. 40, No. 4, 01.07.2009, p. 764-770.

Research output: Contribution to journalArticle

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