This study integrated technology tools into a reading comprehension intervention that used explicit instruction to teach strategies (i.e., asking questions, making connections, and coding the text to monitor for meaning) to mixed-ability small groups, which included four English Learners with learning disabilities in a fourth-grade general education classroom. We used a multiple baseline design across participants to evaluate the effects of instruction on strategy application as measured through comprehension rubrics (Keene, 2006) and on comprehension-question answering as measured through researcher-developed literal and inferential comprehension questions. Results showed that participants applied comprehension strategies and improved their percentage accuracy with answering comprehension questions after being introduced to explicit strategy instruction, a mnemonic to facilitate strategy application, web-based tools, and peer collaboration to co-construct meaning from text. Participants perceived the instructional technology tools (i.e., mind-mapping applications, web-linked text, weblogs, and an interactive whiteboard recording application) and reading comprehension strategy instruction as helpful. Implications for future research and practice are discussed.
Jozwik, S. L., & Douglas, K. H. (2017). Effects of a Technology-Assisted Reading Comprehension Intervention for English Learners with Learning Disabilities. Reading Horizons, 56 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol56/iss2/4