Reading is the foundation of learning in formal education. In the mobilized digital century, how the mobile device can facilitate students with reading disabilities (RD) to read is of interest. The purpose of this study is to explore text display modes suitable for students with RD, based on the 7-inch tablet. In addition, the impact of collaborative learning, as opposed to individual learning, on students with RD is also investigated. Four game-oriented reading articles, randomly corresponding to four presentation styles are designed, including plain text, text embedded with key phrase explanations, text highlighted character-by-character, and text with audio. The study subjects are 3rd to 5th grade students. Data collection consists of test results, system logs, a 3-item questionnaire, observations, and interviews. Presently, the reading design is at an enhanced stage, based on a pilot study examining three students with RD. The enhancements include to add phonetics to the articles to help students comprehend the article content better, make selection buttons more salient to help them spot the buttons more easily, and display and highlight the article character by character, rather than displaying the whole article at once and highlighting it character by character as it currently does. A total of 24 students with RD are to be investigated; eight of them will conduct the reading individually, while the other 16 read the articles in pairs. The differences in student performance among the display modes and the impact between the two reading approaches will be analyzed and reported.
Ruey-Shyy Shieh, Kainan University, Taiwan
Ting Fang Wu, National Taiwan Normal University, Taiwan
Stream: Mobile learning
This paper is part of the ACTC2015 Conference Proceedings (View)
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