Advertisement

Adaptive Reading: A Design of Reading Browser with Dynamic Alternative Text Multimedia Dictionaries for the Text Reading Difficulty Readers

  • Chi Nung Chu
  • Yao-Ming Yeh
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6179)

Abstract

The effectiveness of reading comprehension on a Reading Browser with Dynamic Alternative Text Multimedia Dictionaries was explored in this paper. Students with text decoding difficulty (N=62) were randomly assigned to one of three modes: auditory mode, pictorial mode, 5 full functions mode. A quasi-experimental design was used to measure reading comprehension. Although differences were not significant among all of the modes, the findings indicate that all modes of Reading Browser with Dynamic Alternative Text Multimedia Dictionaries were successful in promoting reading.

Keywords

Reading Browser with Dynamic Alternative Text Multimedia Dictionaries Text Decoding Difficulty Adaptive reading Mode 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Baker, E.L., Atwood, N.K., Duffy, T.M.: Cognitive Approaches to Assessing the Readability. In: Davidson, A., Green, G.M. (eds.) Linguistic Complexity and Text Comprehension: Readability Issues Reconsidered, pp. 55–83. Lawrence Erlbaum Associates, Inc., Hillsdale (1988)Google Scholar
  2. 2.
    Catts, H.W., Hogan, T.P., Fey, M.E.: Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities. Journal of Learning Disabilities 36(2), 151–164 (2003)CrossRefGoogle Scholar
  3. 3.
    Calcaterra, A., Antonietti, A., Underwood, J.: Cognitive Style, Hypermedia Navigation and Learning. Computers & Education 44, 441–457 (2005)CrossRefGoogle Scholar
  4. 4.
    Chen, S.: A Cognitive Model for Non-Linear Learning in Hypermedia Programmers. British Journal of Educational Technology 33(4), 449–460 (2002)CrossRefGoogle Scholar
  5. 5.
    Cornwall, A.: The Relationship of Phonological Awareness, Rapid Naming, and Verbal Memory to Severe Reading and Spelling Disability. Journal of Learning Disabilities 25, 532–538 (1992)CrossRefGoogle Scholar
  6. 6.
    Fredericksen, E., Pickett, A., Shea, P., Pelz, W., Swan, K.: Student Satisfaction and Perceived Learning with Online Courses: Principles and Examples from the SUNY Learning Network. Journal of Asynchronous Learning Networks 4(2) (2000)Google Scholar
  7. 7.
    Gauss, B., Urbas, L.: Individual Differences in Navigation between Sharable Content Objects: An Evaluation Study of a Learning Module Prototype. British Journal of Educational Technology 34(4), 499–509 (2003)CrossRefGoogle Scholar
  8. 8.
    Kieras, D., Just, M.: New Methods in Reading Comprehension Research. Erlbaum, Hillsdale (1984)Google Scholar
  9. 9.
    Lowe, C.C.: How to Improve the Instruction of Vocabulary Learning. Mandatory Education 35(3,4), 15–18 (1994)Google Scholar
  10. 10.
    Lyon, G.R.: Towards a Definition of Dyslexia. Annals of Dyslexia 45, 3–27 (1995)CrossRefGoogle Scholar
  11. 11.
    Majsterek, D.J., Ellenwood, A.E.: Phonological Awareness and Beginning Reading: Evaluation of a School-Based Screening Procedure. Journal of Learning Disabilities 28, 449–456 (1995)CrossRefGoogle Scholar
  12. 12.
    Mercer, C.D., Mercer, A.R.: Teaching Students with Learning Problems. Merrill Prentice Hall, Upper Saddle River (2001)Google Scholar
  13. 13.
    O’Dwyer, L., Carey, R., Kleiman, G.: A Study of the Effectiveness of the Louisiana Algebra I Online Course. Journal of Research on Technology in Education 39(3), 289–306 (2007)CrossRefGoogle Scholar
  14. 14.
    Strattman, K.H., Hodson, B.: Variables that Influence Decoding and Spelling in Beginning Readers. Child Language Teaching and Therapy 21(2), 165–190 (2005)CrossRefGoogle Scholar
  15. 15.
    Torgesen, J.K., Rashotte, C.A., Alexander, A.W.: Principles of Fluency Instruction in Reading: Relationships with Established Empirical Outcomes. In: Wolf, M. (ed.) Dyslexia, Fuency, and the Brain. York Press, Timonium (2001)Google Scholar
  16. 16.
    Vonderwell, S., Liang, X., Alderman, K.: Asynchronous Discussions and Assessment in Online Learning. Journal of Research on Technology in Education 39(3), 309–328 (2007)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2010

Authors and Affiliations

  • Chi Nung Chu
    • 1
  • Yao-Ming Yeh
    • 2
  1. 1.Department of Management of Information SystemChina University of TechnologyTaipeiTaiwan, R.O.C.
  2. 2.Information & Computer EducationNational Taiwan Normal UniversityTaipeiTaiwan

Personalised recommendations