Using Ipad
Effectiveness of Using Assistive Technology with Students with Learning Disabilities to Improve Reading Comprehension
Abdalmajeed Alrabiah
University of Wisconsin-Whitewater Effectiveness of Using Assistive Technology with Students with Learning disabilities to Improve Reading Comprehension In 2010, the U.S Department of Education provided a national educational technology plan titled, Transforming American Education: Learning Powered by Technology. In fact, the National Center for Education Statistics (NCES) stated that 96% of schools in the United States have computers with Internet access (Gray, Thomas, & Lewis, 2010). Meanwhile, using technology in the field of education is wide,, has a vast application, and is continually progressing. This era is considered the scientific revolution of technology, with technology impacting every aspect of human life. Indeed, there is an abundance of educational instructional technology-based programs for teaching students (Lee, McGee, & Unger, 2001). Both regular education and special education are impacted, and students with special needs may benefit greatly from technology in all areas of daily living. Indeed, Kulik (2003) stated that technology tutoring usually generates positive outcomes among elementary and high schools students. Furthermore, technology is used in all educational areas. According to Gardner, Morrison, and Jarman (1993) the use of technology demonstrated positive effects in student writing, mathematics, and science in elementary schools.
Statement of Problem The U.S. Department of Education reports that 8.43% of students in school are served under IDEA. Interestingly, 40% of the students served under IDEA have learning disabilities (LD). Furthermore, Gersten, Fuchs, Williams, and Baker (2001) state that 80% of students with LD struggle in terms of reading, specifically, reading comprehension. Mastorpieri, Scruggs, and Gratez (2003) state that these students typically function below their
Abdalmajeed Alrabiah
University of Wisconsin-Whitewater Effectiveness of Using Assistive Technology with Students with Learning disabilities to Improve Reading Comprehension In 2010, the U.S Department of Education provided a national educational technology plan titled, Transforming American Education: Learning Powered by Technology. In fact, the National Center for Education Statistics (NCES) stated that 96% of schools in the United States have computers with Internet access (Gray, Thomas, & Lewis, 2010). Meanwhile, using technology in the field of education is wide,, has a vast application, and is continually progressing. This era is considered the scientific revolution of technology, with technology impacting every aspect of human life. Indeed, there is an abundance of educational instructional technology-based programs for teaching students (Lee, McGee, & Unger, 2001). Both regular education and special education are impacted, and students with special needs may benefit greatly from technology in all areas of daily living. Indeed, Kulik (2003) stated that technology tutoring usually generates positive outcomes among elementary and high schools students. Furthermore, technology is used in all educational areas. According to Gardner, Morrison, and Jarman (1993) the use of technology demonstrated positive effects in student writing, mathematics, and science in elementary schools.
Statement of Problem The U.S. Department of Education reports that 8.43% of students in school are served under IDEA. Interestingly, 40% of the students served under IDEA have learning disabilities (LD). Furthermore, Gersten, Fuchs, Williams, and Baker (2001) state that 80% of students with LD struggle in terms of reading, specifically, reading comprehension. Mastorpieri, Scruggs, and Gratez (2003) state that these students typically function below their
References: Gardner, J., Morrison, H., & Jarman, R. (1993). The impact of high access to computers on learning. Journal of Computer Assisted Learning, 9, 2-16. Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279-320. Gray, L., Thomas, N., and Lewis, L. (2010). Teachers’ Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Mastropieri, M.A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disabilities Quarterly, 26(2), 103-116. Stetter, M., & Hughes, M. (2011). Computer assisted instruction to promote comprehension in students with learning disabilities. International Journal of Special education, 26(1), 88-101. Williamson, G., Hinshaw, R., & Nelson, J., (2008). The impact of self-questioning strategy use on the text-reader assisted comprehension of student with reading disabilities. International Journal of Special Education, 23(1), 123-135.