The Effect of Electronic Text Reading on Reading Comprehension Scores of Students with Disabilities

Author

Rachel Krieger, Governors State UniversityFollow

Publication Date

Spring 2017

Document Type

Project Summary

Degree Name

Master of Arts

Department

Multicategorical Special Education

First Advisor

Philip Boudreau, Ph.D.

Abstract

The growing use of technology in the classroom necessitates investigation into the effect technology has on learning. This causal-comparative study examined whether students with disabilities comprehend text better when it is presented electronically or in print. Thirty-one 11th and 12th grade students with varying disabilities read and answered questions on five print and five electronic reading comprehension passages. The results, examined using paired t-tests and Cohen’s d effect sizes, determined that the participants scored significantly better on electronic comprehension passages than print. Similar additional analyses were conducted on mean scores of students with a learning disability, attention-deficit hyperactive disorder, and low and proficient reading scores. Implications, limitations, and suggestions for further research are discussed.

Comments

IRB Training certificate was removed (page 60) from the manuscript.

Recommended Citation

Krieger, Rachel, "The Effect of Electronic Text Reading on Reading Comprehension Scores of Students with Disabilities" (2017). All Capstone Projects. 281.
https://opus.govst.edu/capstones/281