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Use of an e-reader as a compensatory strategy among university students with reading disabilities
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|Title:||Use of an e-reader as a compensatory strategy among university students with reading disabilities|
|Authors:||Tanners, Adam Craig|
|Date Issued:||Dec 2010|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2010]|
|Abstract:||This study investigated the impact of a Kindle e-book reader on the reading rate, comprehension and e-reader acceptance of five postsecondary students with reading disabilities. A single-case Alternating Treatments Design was employed to measure reading rates and reading comprehension. Students were exposed to a series of controlled reading passages to compare two conditions: (a) a traditional method of "reading alone" and (b) reading supported by the Kindle with text-to-speech. Additionally, students were provided Kindles to use throughout the semester for at least one of their university courses. Their perceptions, preferences and strategies for using the Kindle were measured through surveys, interviews and a focus group.|
None of the participants showed a discernible difference in reading comprehension between the two conditions. Three of five participants showed a clear difference in reading rate, with two participants reading faster in the reading alone condition, and one reading faster using the Kindle with text-to-speech. All four participants who completed the study reported completing more of their readings when using the Kindle. Despite participants reporting concerns regarding various aspects of the Kindle, all expressed overall favorable perceptions and preferences toward it when compared with their traditional practices of reading alone.
|Description:||Ph.D. University of Hawaii at Manoa 2010.|
Includes bibliographical references.
|Appears in Collections:||
Ph.D. - Education|
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