1,922
Views
23
CrossRef citations to date
0
Altmetric
Original Articles

Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic

, &

References

  • Allbritton, D. (2004, November). Strategic production of predictive inferences during comprehension. Discourse Processes, 38(3), 309–322.
  • Anderson, R.C., & Pearson, P.D. (1984). A schema- theoretic view of basic processes in reading comprehension. In P.D. Pearson (Ed.), Handbook of reading research (pp. 255–291). New York, NY : Longman.
  • Anderson-Inman, L., & Horney, M. (1997). Electronic books for secondary students. Journal of Adolescent & Adult Literacy, 40(6), 486–491.
  • Armbruster, B.B. (2004). Considerate texts. In D. Lapp, J. Flood, & N. Farnan (Eds.), Content area reading and learning: Instructional strategies (pp. 47–57). Mahwah, NJ : Lawrence Erlbaum.
  • Bailey, D.H. (1996). Constructivism and multimedia: Theory and application; innovation and transformation. International Journal of Instructional Media, 23(2), 161–165.
  • Bean, T.W. (1990). Learning concepts from biology text through pictorial analogies and an analogical study guide. Journal of Educational Research, 83, 233–237.
  • Bearne, E. (2003). Rethinking literacy: Communication, representation and text. Reading Literacy and Language, 37(3), 98–103.
  • Beck, I.L., McKeown, M.G., Sandora, C., & Worthy, J. (1996). Questioning the author: A year long classroom implementation to engage students with text. The Elementary School Journal, 96, 385–414.
  • Blachowicz, C., & Ogle, D. (2001). Reading comprehension: Strategies for independent learners. New York, NY : Guilford.
  • Bosco, J. (1986). An analysis of evaluations of interactive video. Educational Technology, 25, 7–16.
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. LD Online. Retrieved from http://www.ldonline.org/article/Instruction_of_Metacognitive_Strategies_Enhances_Reading_Comprehension_and_Vocabulary_Achievement_of_Third-Grade_Students?theme=print
  • Coiro, J., Knobel, M., Lankshear, C. & Leu, D. (2008). Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 1–21). Mahwah, NJ : Lawrence Erlbaum Publishers.
  • Collins, A. (1991, September). The role of computer technology in restructuring schools. Phi Delta Kappan, 73, 28–36.
  • Crawford, P. (1995). Early literacy: Emerging perspectives. Journal of Research in Childhood Education, 10(1), 71–86.
  • Dalton, B., & Proctor, C.P. (2007). Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 423–442). Mahwah, NJ : Lawrence Erlbaum.
  • Dalton, B., & Proctor, C.P. (2008). The changing landscape of text and comprehension in the age of new literacies. In J. Coiro, M. Knoble, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 297–324). Mahwah, NJ : Lawrence Erlbaum.
  • Dalton, B., Proctor, C.P., Uccelli, P., Mo. E., & Snow, C.E. (2011). Designing for diversity: The role of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade monolingual English and bilingual students. Journal of Literacy Research, 43(1), 68–100.
  • Dimitriadi, Y. (2001). Evaluating the use of multimedia authoring with dyslexia learners: A case study. British Journal of Educational Technology, 32(3), 265–275.
  • Duke, N.K., & Pearson, D. (2002). Effective practices for developing reading comprehension. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–242). Newark, DE : International Reading Association.
  • Dupuy, B., Tse, L., & Cook, T. (1996). Bringing books into the classroom: First steps in turning college-level ESL students into readers. TESOL Journal, 5(4), 10–15.
  • Edyburn, D. L. (2001). Models, theories, and frameworks: Contributions to understanding special education technology. Special Education Technology Practice, 4(2), 16–24.
  • Eilers, L., & Pinkley, C. (2006). Metacognitive strategies help students to comprehend all text. Reading Improvement, 43(1), 13–29.
  • Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375–411.
  • Facer, K., Furlong, J., Furlong, R., & Sutherland, R. (2003). ScreenPlay: Children and computing in the home. London, UK: RoutledgeFalmer.
  • Fletcher, D. (1989). The effectiveness and cost of interactive videodisc instruction. Machine-Mediated Learning, 3, 361–385.
  • Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London, UK: Taylor & Francis.
  • Goodfellow, R. (2004). The literacies of online learning: A linguistic-ethnographic approach to research on virtual learning communities. Proceedings from the Networked Learning Conference. Retrieved from http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/symposia/symposium7/goodfellow.htm
  • Haystead, M.W., & Marzano, R.J. (2009). Meta-analytic synthesis of studies conducted at Marzano Research Laboratory on instructional strategies. Englewood, CO : Marzano Research Laboratory.
  • Heimann, M., Nelson, K.E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25(5), 459–480.
  • Heinze, J. (2004, November/December). Supporting English language learners with technology. Instructor. . Retrieved from http://www2.scholastic.com/browse/article.jsp?id=10516.
  • Hetzroni, O., Rubin, C., & Konkol, O. (2002). The use of assistive technology for symbol identification by children with Rett syndrome. Journal of Intellectual and Development Disability, 27(1), 57–71.
  • Higbee, K.L. (1988), Practical aspects of mnemonics. In M.M. Gruneberg, P.E. Morris, & R.N. Sykes (Eds.), Practical aspects of memory: Current research and issues, (Vol. II., pp. 403–408). Chichester, UK: John Wiley & Sons.
  • Hofstetter, F.T. (1994). Is multimedia the next literacy? Educators’ Tech Exchange, 2(3), 6–13.
  • Holliday, W.G., Brunner, L.L., & Donais, E.L. (1977). Differential cognitive and affective responses to flow diagrams in science. Journal of Research in Science Teaching, 14, 129–138.
  • Holloway, W., & Valentine, G. (2003). Cyberkids: Children in the information age. London, England: RoutledgeFalmer.
  • Jewitt, C. (2009). Handbook for multimodal analysis. London, UK: Routledge.
  • Kalaitzakis, E., Dafoulas, G., & Macaulay, L. (2003, June). Designing online communities: Community-centered development for intensively focused user groups. 10th HCI International Conference, . Heraklion, Greece (HCII 2003).
  • Khalili, A., & Shashaani, L. (1994). The effectiveness of computer applications: A meta -analysis. Journal of Research on Computing in Education, 27, 48–61.
  • Klingner, J.K., Urbach, J., Golos, D., Brownell, M., & Menon, S. (2010). Teaching reading in the 21st century: A glimpse at how special education teachers promote reading comprehension. Learning Disability Quarterly, 33(2), 59–74.
  • Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61(2), 179–212.
  • Krashen, S. D. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.
  • Kress, G. (1997). Visual and verbal modes of representation in electronically mediated communication: The potentials of new forms of text. In I. Snyder (Ed.), Page to screen (pp. 53–79). Sydney: Allen & Unwin.
  • Kress, G. (2003). Literacy in the new media age. New York, NY : Routledge.
  • Kulik, J.A., Bangert, R.L., & Williams, G.W. (1983). Effects of computer-based teaching on secondary school students. Journal of Educational Psychology, 75, 19–26.
  • Kulik, J.A., Kulik, C.C., & Bangert-Drowns, R.L. (1985). Effectiveness of computer-based education in elementary schools. Computers in Human Behavior, 1, 59–74.
  • Kulik, J. A., Kulik, C. L. C., & Cohen, P. A. (1980). Effectiveness of computer-based college teaching: A meta-analysis of findings. Review of Educational Research, 50(4), 525–544.
  • Lankshear, C., & Knobel, M. (2003). New literacies: Changing knowledge and classroom learning. Philadelphia, PA : Open University.
  • Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41(3), 4–16.
  • Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media and mobile Internet use among teens and young adults. Washington, DC : Pew Internet and American Life Project.
  • Leu, D.J. , Jr., Kinzer, C.K., Coiro, J.L., & Cammack, D.W. (2004). Toward a theory of new literacies: Emerging from the Internet and other information and communication technologies. In R.B. Ruddell & N.J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570–1613). Newark, DE : International Reading Association.
  • Levy, R. (2008). Becoming a reader in a digital age: Children's self-perceptions as they start School. (Unpublished doctoral dissertation). University of Cambridge, Cambridge, UK.
  • Lewis, C., & Fabos, B. (2005, October/November/December). Instant messaging, literacies, and social identities. Reading Research Quarterly, 40(4), 470–501. doi: 10.1598/RRQ.40.4.5
  • Lin, H., & Chen, T. (2007). Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment. Language Learning & Technology, 11(3), 83–106.
  • Macaulay, M. (2002). Embedding computer-based learning with learning aids: A preliminary study. International Journal of Instructional Media, 29(3, 305–315.
  • Mayer, R. (2001). Multimedia learning. New York, NY : Cambridge University Press.
  • McKenzie, J. (2010). The 21st century skills bookmark a dozen I-words trump the 4-r's. From Now On: The Educational Technology Journal, 19(3), 1–4.
  • Miller, C.C., & Bosman, J. (2011, May 20). E-books outsell print books at Amazon. The New York Times. . Retrieved from http://www.nytimes.com/2011/05/20/technology/20amazon.html?_r=1
  • Moran, J., Ferdig, R. E., Pearson, P. D., Wardrop, J., & Blomeyer, R. L. (2008). Technology and reading performance in the middle-school grades: A meta-analysis with recommendations for policy and practice. Journal of Literacy Research, 40(1), 6–58.
  • Morris, D. (2003). Of Studebakers and reading clinicians. Proceedings from the 2003 American Reading Forum Yearbook. Retrieved from http://www.americanreadingforum.org/yearbook//yearbooks/03_yearbook/volume03toc.Htm
  • National Center for Education Statistics. (2009). The nation's report card: Reading 2009 (NCES 2010–458). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
  • New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
  • Paivio, A. (1971). Imagery and verbal processes. New York, NY : Holt, Rinehart, Winston.
  • Parker, J.F., Brownston, L., & Ruiz, I. (1993). Does imagery impede or facilitate transfer of learning? Bulletin of the Psychonomic Society, 31(6), 557–559.
  • Parker, M., & Hurry, J. (2007, August). Teachers’ use of questioning and modelling comprehension skills in primary classrooms. Educational Review, 59(3), 299–314. doi: 10.1080/00131910701427298
  • Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344.
  • Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545–561). Mahwah, NJ : Erlbaum.
  • Proctor, C.P., Uccelli, P., Dalton, B., & Snow, C.E. (2009). Understanding depth of vocabulary online with bilingual and monolingual children. Reading and Writing Quarterly, 25(4), 311–333.
  • Puchalski, M.M., Morra, M.J., & von Wandruszka, R. (1992). Fluorescence quenching of synthetic organic compounds by humic materials. Environmental Science and Technology, 26, 1787–1792.
  • Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving reading in a middle school science classroom. Journal of Adolescent & Adult Literacy, 51(5), 398–408.
  • Reinking, D., Labbo, L., McKenna, M., & Kiefer, R. (Eds.). (1998). Handbook of literacy and technology. Hillsdale, NJ : Erlbaum.
  • Rigney, J.W., & Lutz, K.A. (1976). Effect of graphic analogies of concepts in chemistry on learning and attitude. Journal of Educational Psychology, 68, 305–311.
  • Royer, J.M., & Cable, G.W. (1976). Illustrations, analogies and facilitative transfer in prose learning. Journal of Educational Psychology, 68, 205–209.
  • Samuels, S.J., Biesbrock, E., & Terry, P.R. (1974). The effect of pictures on children's attitudes toward presented stories. Journal of Educational Research, 67, 243–246.
  • Schmidt, M., Weinstein, T., Niemic, R., & Walberg, H.J. (1985). Computer-assisted instruction with exceptional children. Journal of Special Education, 9, 493–502.
  • Sewell, E.H. , Jr., & Moore, R.L. (1980). Cartoon embellishments in informative presentations. Educational Communication and Technology Journal, 28, 39–46.
  • Smith, L. A. (2006). Think-aloud mysteries: Using structured, sentence-by-sentence text passages to teach comprehension strategies. The Reading Teacher, 59(8), 764–773.
  • Smith, S.J., & Meyen, E.L. (2003, February). Applications of online instruction: An overview for teachers, students with mild disabilities, and their parents. Focus on Exceptional Children. Retrieved from http://findarticles.com/p/articles/mi_qa3813/is_200302/ai_n9188029/
  • Stahl, S. A., Kuhn, M. R., & Pickle, J. M. (1999). An educational model of assessment and targeted instruction for children with reading problems. In D. H. Evensen & P. B. Mosenthal (Eds.), Advances in reading/language research: Reconsidering the role of the reading clinic in a new age of literacy (pp. 249–272). Greenwich, CT: JAI Press.
  • Street, B. (1995). Social literacies: Critical approaches to literacy development, ethnography, and education. London, UK: Longman.
  • Svantesson, I. (1998). Learning maps and memory skills. London, UK: Kogan Page.
  • Sweller, J. (1999). Instructional design. Melbourne, Australia: ACER Press.
  • Tjortjis, C., Dafoulas, G., Layzell, P., & Macaulay, L.A. (2002, August). Model for selecting CSCW technologies for distributed software maintenance teams in virtual organisations, IEEE Workshop on Cooperative Supports for Distributed Software Engineering Processes (CSSE 02) in 26th Annual International Computer Software and Applications Conference, Oxford, UK (pp. 1104–1108). IEEE Computer Social Press.
  • Tjus, T., Heimann, M., & Nelson, K.E. (2001). Interaction patterns between children and their teachers when using a specific multimedia and communication strategy: Observations from children with autism and mixed intellectual disabilities. Autism: The International Journal of Research and Practice, 5(2), 175–187.
  • Trinkle, D. (2007). Program to prepare students for digital world. Retrieved from http://www.valpo.edu/news/news.php?releaseId=3095
  • U.S. Department of Education. (2001). No Child Left Behind. Retrieved from http://www2.ed.gov/nclb/landing.jhtml
  • Wade, B. (Ed.). (1990). Reading for real. Milton Keynes, UK: Open University Press.
  • Walsh, C.S. (2009). The multimodal redesign of school texts. The Journal of Research in Reading, 32(1), 126–136.
  • Wilber, D.J. (2010). Special themed issue: Beyond “new” literacies. Digital Culture & Education, 2(1), 1–6.
  • Williamson, G. L., Koons, H., Sandvik, T., & Sanford-Moore, E. (2012). The text complexity continuum in grades 1–12 (MetaMetrics Research Brief). Durham, NC: MetaMetrics.
  • Wissick, C.A., & Gardner, J.E. (2002). Multimedia or Not to Multimedia? Teaching Exceptional Children, 52(4), 34–43.
  • Yeh, S., & Lehman, J. (2001). Effects of learner control and learning strategies on English as a foreign language (EFL) learning from interactive hypermedia lessons. Journal of Educational Multimedia and Hypermedia, 10(2), 141–159.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.