Publication Date

Spring 2017

Document Type

Project Summary

Degree Name

Master of Arts


Multicategorical Special Education

First Advisor

Philip Boudreau, Ph.D.


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.


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