The Incorporation of Technology for Students with Significant Cognitive Disabilities
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2018-07
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine whether the incorporation of technology using e-books, web-based program and a tablet would affect the reading comprehension achievement of second and third graders in an alternative curriculum classroom. The measurement tool was an online pre- and posttest. The study involved the use of a pretest/posttest design to compare comprehension gains from March of 2018 (before the intervention was administered) to data from April of 2018 (after the intervention was complete). Achievement gains were not found to be statistically significant. Research in reading comprehension with students with significant cognitive disabilities should continue with larger populations over a longer period to determine means to best met their learning needs.