Author(s)

Melissa Coyle

Date Approved

1-24-2014

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Computer-assisted instruction;Reading comprehension;Youth with disabilities

Disciplines

Special Education and Teaching

Abstract

This study investigated the effects of using the Smartboard and interactive games to improve reading comprehension skills of secondary students with moderate cognitive disabilities. A total of 11 9th and 10th graders in a special services school participated in the study. A single subject design of ABC phases was used. During the baseline (Phase A), student listening comprehension was evaluated by their scores of correct responses to "Wh" questions on their paper. During intervention (Phase B), the teacher used the Smartboard and Boardmaker software to present fiction and nonfiction stories. Each session included the student listening to the story, read by the voice embedded in the Smartboard, and visual images with a game format. During the maintenance (Phase C), students were evaluated using the same procedures as that of the intervention. At the end of the study, students' opinions about using the Smartboard and interactive games were surveyed. The results showed that 9 out of 11 students increased scores, 1 out of 11 students maintained their score, except one. After completing the study, students responded to a survey on using the Smartboard and interactive games. The results showed that all students enjoyed using the Smartboard and the games in their learning.

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