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Utilizing Multiple Representation System to Improve Reading Comprehension for Students with Learning Disabilities

  • Ting-Fang Wu
  • Ming-Chung Chen
  • Hui-Shan Lo
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10896)

Abstract

Reading skill is an important ability for students, and students acquire knowledge through reading. However, it is difficult for students with learning disabilities (LD) to read effectively without any support. The purpose of this study was to develop a Multiple-representation system, which provided different kinds of cognitive supports for reading and to examine the effects of cognitive supports by comparing the reading performance of students with LD in the situations of with and without cognitive supports. The “Multiple-representation system” includes six cognitive support strategies. The result demonstrated that the participants performed better when reading with cognitive supports. The “Multiple-representation system” provides learners with LD an individualized cognitive supports adapted to their needs in digital learning environment.

Keywords

Learning disabilities Cognitive support strategies 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Graduate Institute of Rehabilitation CounselingNational Taiwan Normal UniversityTaipeiTaiwan
  2. 2.Department of Special EducationNational Chiayi UniversityChiayiTaiwan
  3. 3.Department of Special EducationNational Taiwan Normal UniversityTaipeiTaiwan

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