Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools

Matthew T. Marino

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Disability Education and Employment Reading and Literacy Development Collaborative Teaching and Inclusion

Abstract

This article reports the findings from a study that examined how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum. The curriculum contained salient features of the Universal Design for Learning (UDL) theoretical framework. Sixteen general education teachers implemented the curriculum in 62 inclusive classrooms. Students' (N = 1153) tool use was monitored throughout the four-week curriculum to determine if there was a relationship between students' reading ability, use of cognitive tools, and their comprehension of scientific concepts and processes. Students were grouped into three reading ability levels based on their performance on a standardized reading test. Findings from this study indicate that students who scored below the 50th percentile on the reading assessment utilized and benefited from the tools in highly similar ways. Implications and recommendations for instructional design research and practice are discussed.

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1989Situated Cognition and the Culture of Learning 2003The promise of multimedia learning: using the same instructional design methods across different media 2004A Scaffolding Design Framework for Software to Support Science Inquiry 1999Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design 2001Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research 1994Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.1998Experimental Intervention Research on Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes 1990Conceptions of Educational Achievement

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