The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

Stetter, Maria Earman

doi:10.3390/educsci8020061

Cited by 4 publications

(4 citation statements)

References 28 publications

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“…Liu and Cavanaugh (2011) state that virtual school environments have the potential to bridge the gap between students with and without disabilities. But, as Stetter (2018) posits, additional research needs to focus on how online environments are being utilized to accommodate and modify materials for students with disabilities. She asserts while there is much promise for using computer-based instruction as a best practice for reading instruction for students with disabilities, technology use needs to be monitored as well as implemented by qualified instructors.…”

Section: Discussionmentioning

confidence: 99%

“…Studies also focused on administration (Purcell et al, 2005) and access (Arfstrom, 2010; Brenner, 2007; Goss, 2011; Horn, 2010; Rude et al, 2005; Stancil, 2011). Of the 96 peer-reviewed articles that focused on rural K–12 distance learning in the United States, only six focused on student outcomes (Harris-Packer & Ségol, 2015; Johnston & Barbour, 2013; Liu & Cavanaugh, 2011; Spitler et al, 2013; Stetter, 2018; Vasquez & Serianni, 2012). Little attention has been paid to the amount of time rural students are spending on screened devices for distance learning, or otherwise.…”

Section: Distance Learningmentioning

confidence: 99%

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Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?

DiMartino

Schultz

2020

Rural Special Education Quarterly

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As technology advances across the United States, schools should consider not only the benefits of using screened devices but also the short- and long-term effects on student health. Both the positive and negative effects of using devices are often intensified for students in rural schools, as online learning and the use of e-therapy becomes more prevalent. The purpose of this study was to investigate stakeholders’ perceptions of device use in one eighth-grade cohort in a rural school, differences between device use by students with and without disabilities, and to provide an awareness of student screen time exposure and its potential consequences. Basic qualitative methods were used to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time in an eighth-grade cohort in a rural western New York school. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” Implications for practice and future inquiry are reported.

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Section: Discussionmentioning

confidence: 99%

Section: Distance Learningmentioning

confidence: 99%

Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?

DiMartino

Schultz

2020

Rural Special Education Quarterly

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“…Notably, the CAI applications have been used for reading instructions in English language for learners with IDLD (Ag elii and Gr€ onlund, 2013;Ahlgrim-Delzell et al, 2016;Wood et al, 2017;Chai, 2017;Mims et al, 2018;Mize et al, 2018;Moody et al, 2018;Stetter, 2018;Vieira et al, 2019;Herring et al, 2019;Allor et al, 2020). For example, Allor et al (2020) used a specific comprehensive computer-based literacy intervention (Friends on the Block) in English for learners with IDD.…”

Section: Introductionmentioning

confidence: 99%

“…, 2018; Mize et al ., 2018; Moody et al. , 2018; Stetter, 2018; Vieira et al. , 2019; Herring et al ., 2019; Shamir et al.…”

Section: Introductionmentioning

confidence: 99%

Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

Liana,

Mrutu,

Mselle

2024

JET

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PurposeComputer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.Design/methodology/approachThis study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.Findings11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.Originality/valueThe study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

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Technology Integration in the Early Elementary Classroom

Vogt

Westerlin

2021

Handbook of Research on Empowering Early Childhood Educators With Technology

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This chapter highlights technology integration, particularly its growing popularity in early elementary circles in the United States. Issues and solutions are explored regarding how early elementary (PK-3) teachers can integrate technology into the classroom setting. Topics focus on professional development (PD) in the technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks. Proper technology integration discussions include content areas like mathematics, literacy, and social-emotional learning. Further research is needed to fully understand effective technology integration in early elementary settings, especially in public school systems in the U.S.

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The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

Cited by 4 publications

References 28 publications

Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?

Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?

Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

Technology Integration in the Early Elementary Classroom

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