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The Effect Of Electronic Text Reading On Reading Comprehension Scores Of Students With Disabilities, Rachel Krieger

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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 …