Designing for Diversity

Dalton, Bridget; Proctor, C. Patrick; Uccelli, Paola; Mo, Elaine; Snow, Catherine E.

doi:10.1177/1086296x10397872

Cited by 74 publications

(26 citation statements)

References 43 publications

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“…Other studies have indicated that certain kinds of texts and tasks may enhance cognitive capabilities for readers who struggle in traditional print-reading environments. This research has included, for example, work exploring the affordances of computer-assisted instruction for students with attention deficit disorders (Raggi & Chronis, 2006), learning disabilities (Hall, Hughes, & Filbert, 2000), or intellectual disabilities (Snyder & Huber, 2019), as well as studies applying principles of Universal Design for Learning to support diverse readers with flexible learning environments and accessible content (Coyne, Pisha, Dalton, Zeph, & Smith, 2012;Dalton, Proctor, Uccelli, Mo, & Snow, 2011). Still others have focused on the collaborative use of graphic representational tools (Kiili, Coiro, & Hämäläinen, 2016) or the metacognitive scaffolding of online information search practices (Zhou & Lam, 2019) to support the cognitive processing abilities of diverse learners in digital spaces.…”

Section: Cognitive Capabilitiesmentioning

confidence: 99%

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

Coiro

2020

Reading Research Quarterly

120

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In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy.

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Section: Cognitive Capabilitiesmentioning

confidence: 99%

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

Coiro

2020

Reading Research Quarterly

120

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“…Topic-specific word banks or word walls, combined with an online Work Log and a follow-up quiz, are some of the activities that would serve this purpose. The Online Work Log (Dalton, Proctor, Uccelli, Mo & Snow, 2011) has three components: 1) Connect It! (where the reader/writer is asked to make personal connection to a target concept/ term, as in this example, " Generation [target concept/word]: I am the fourth generation in my family that's still living" (p.82); 2) Web It!…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

Writing to Learn

McGrail

2014

Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings

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means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.Library of Congress Cataloging-in-Publication Data British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.For electronic access to this publication, please contact: eresources@igi-global.com. Handbook of Research onDigital tools for writing instruction in K-12 settings / Rebecca S. Anderson and Clif Mims, editors. pages cm Includes bibliographical references and index. ISBN 978-1-4666-5982-7 (hardcover) --ISBN 978-1-4666-5983-4 (ebook) --ISBN 978-1-4666-5985-8 (print & perpetual access) 1. English language--Composition and exercises--Study and teaching--Computer network resources. 2.English language--Composition and exercises--Study and teaching--Computer-assisted instruction. 3. Education--Effect of technological innovations on. 4. ABSTRACTResearch has shown that writing to learn can support discipline-specific learning and thought development. Traditional writing strategies such as essays and journaling have been found to have a positive impact on recall of information, concept analysis and application. However, interaction with readers is not immediate with these methods. An environment where writers can immediately adapt to their readers' feedback and become conversation partners for one another is the blogosphere. The purpose of this chapter is to describe how fifth-grade writers engaged in blog conversations with an audience beyond the classroom walls about their learning in language arts (LA) and social studies (SS) classes. The chapter also analyzes the ways in which feedback from the audience facilitated the fledgling writers' "learning to write and writing to learn."

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“…Many of these technology-based interventions are conceived as digital strategy coaches that attempt to replicate the interactions that students might expect in a collaborative classroom situation (Dalton & Strangman, 2006). Others are supported text reading environments, in which texts are altered or supplemented in an effort to lower or eliminate barriers to access and increase readers' ability to extract meaning (Anderson-Inman & Horney, 1997Dalton, Proctor, Uccelli, Mo, & Snow, 2011;Dalton & Proctor, 2008;Dalton & Strangman, 2006).…”

Section: Technology and Reading Comprehensionmentioning

confidence: 99%

“…Take, for example, the Improving Comprehension Online (ICON) system (Dalton et al, 2011). The ICON system is "a universally designed Web-based scaffolded text environment designed to improve fifthgrade monolingual English and bilingual students' reading achievement" (Dalton et al, 2011, p. 68).…”

Section: Technology and Reading Comprehensionmentioning

confidence: 99%

“…These types of software support students' ability to extract meaning from texts, often by lowering or circumventing the barriers to entry into texts often present for less skilled readers. An example of this type of digital scaffold is the Improving Comprehension Online (ICON) program (Dalton et al, 2011), which its authors describe as "a universally designed webbased scaffolded text environment" (Dalton et al, 2011, p. 68). Texts included in ICON are supplemented with illustrations, text-to-speech capabilities, anaphoric highlighting (i.e., highlighting referents of references), and an on-demand glossary, with the aim of helping students to extract meaning from the text.…”

Section: Digital Comprehension Supportsmentioning

confidence: 99%

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Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

Cohen¹

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vi EXECUTIVE SUMMARY Glen L. BullReading comprehension is an essential skill for students to develop in order to become productive members of society. It is a skill that can be learned, and a number of interventions and instruction types have been developed over the years to help students do so. One limitation of many of these interventions is that they require students to be interrupted during the reading process, whether to participate in the intervention itself, or so that the instructor/researcher can deliver a formative assessment. Such interruptions into the reading process can have a deleterious impact on the comprehension it is meant to address.The current research reports on the results of an investigation into the relationship between the types and patterns of annotations students make in a digital text and the students' comprehension of the text. To capture the students' annotations, a digital ereader was developed that allows students the ability to both highlight and leave textual comments on the text. These annotations are minimally intrusive activities, unlike many other reading comprehension interventions.A sample of seventh grade students, N = 250, read a short story using the e-reader, I also wish to use this space to thank my doctoral advisor and dissertation committee chair, Glen Bull, for his mentorship over the past four years. I value Glen's wisdom and experience tremendously. I particularly value his concept of a graduate education as a complete academic experience-when I think of my learning at Curry, I picture the lab conference table first and foremost, before I picture classrooms in RuffnerHall. I will always be grateful for Glen's support of my growth as a student and as a professional.x This section would not be complete without special mention of Laura Smolkin. I am deeply grateful for the quality of support Laura has given me over the past years.Consistently, our weekly meetings were the highlight of my week, and her influence over my thinking about this topic in general and this study in particular is unmistakable. Quite simply, without her consistent encouragement, support, and feedback, this project would not have been possible. And, finally, I want to acknowledge my earliest and most influential mentor, Gary Laws, Director of the Royster Middle School at Norfolk Academy. I have met countless numbers of educators since first beginning work with Gary in 1998, and I have read and experienced the thinking of even more than that, but the wisdom Gary shared with me upon first getting an interactive whiteboard installed in my classroom remains, simply, the best I've ever received: "Remember, it's not about the things, it's about the stuff. And it's not even really about the stuff. It's about the kids." xi Simply put, participation in modern society demands not only fluent readers, but also skilled readers, so it is vital that students in schools learn "the language of books" (2004) reported that as many as 70% of secondary students require some form of reading remediation, and Kam...

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Designing for Diversity

Cited by 74 publications

References 43 publications

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

Writing to Learn

Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

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