| Supported eText: Research
The National Center for Supported eText (NCSeT)
The National Center for Supported eText (NCSeT) is a research center funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) to investigate the impact of supported etext on students' reading comprehension of content area material.
NCSeT is directed collaboratively by Dr. Lynne Anderson-Inman at the University of Oregon and Dr. Judith Zorfass at Education Development Center (EDC) in Newton, MA.
ncset.uoregon.edu/
Executive Summary of the Research Carried Out by EDC for NCSeT
The executive summary, completed in June, 2007, reports about the research carried out by Education Development Center, Inc. (EDC) for the National Center for Supported eText (NCSeT). This research focused on helping middle-grades students improve reading comprehension in social studies by building word knowledge through the use of a web-based tool, Visual Thesaurus (VT). VT allows readers to look up a word directly from a piece of electronic text and presents an array of concepts that capture the varied word meanings. The features of VT align with the following e-text resources: translational, illustrative, enrichment, and collaborative.
ncset.uoregon.edu/index.php?option=
com_content&task=view&id=119&Itemid=73
More about EDC's role with NCSeT, including additional reports.
Federally-funded Study: The VT in Action in the Classroom
An interview with Dr. Judith Zorfass and Alise Brann, researchers at Education Development Center, Inc. who are are examing the connection between the Visual Thesaurus and reading. Through a federally-funded study, the researchers are following eighth grade students with learning disabilities who are using Visual Thesaurus.
www.visualthesaurus.com/cm/teachersatwork/776/;
jsessionid=2B52C46A671A5D2574BB2DAD12C18094
Reading Next: A Vision for Action and Research in Middle and High School Literacy
This cutting-edge report to the Carnegie Corporation culls the best research currently available with well-crafted strategies for turning that research into practice. Informed by five of the nation's leading researchers, this report charts an immediate route to improving adolescent literacy. The authors outline 15 key elements of an effective literacy intervention for middle and high school students. Supplemental documents including policy updates, presentations, case studies, fact sheets, and reactions are also included.
www.all4ed.org/publications/ReadingNext/
National Center for Accessible Media's (NCAM) "Beyond the Text" Project
This three year project (2003-2006), funded by
the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education, studied ways to make multimedia (images, audio and video) used in e-books and digital talking books (DTBs) accessible to people who are deaf, hard-of-hearing, blind or visually impaired. Recommended practices and resources from this project are available online.
ncam.wgbh.org/ebooks/
NCSeT's Sample Reference List
The National Center for Supported eText (NCSeT) provides an extensive reference list to literature surrounding supported electronic text.
cate.uoregon.edu/set-ref-sample.html
A Review of Technology-Based Approaches for Reading Instruction: Tools for Researchers and Vendors
This comprehensive research synthesis (2004) by the National Center for Technology Innovation (NCTI) provides current data to support the use of technology for students with disabilities. The paper focuses primarily on computer-based technologies, software programs, and portable computerized devices that support reading outcomes, identifying current technology-based approaches that help students with reading disabilities develop abilities to read and comprehend text.
www.nationaltechcenter.org/matrix/docs/
areviewtechnologybasedapproaches.pdf
The Effectiveness of Bimodal Text Presentation for Poor Readers
This study, conducted at Syracuse University (1996), explored the effects of bimodal (concurrent auditory and visual stimulus modes) versus unimodal reading on eight poor readers between the ages of 9 and 12 years old.
eric.ed.gov/ERICDocs/data/ericdocs2/
content_storage_01/0000000b/80/26/b0/39.pdf
Scientifically Based Research Validating Kurzweil 3000 - An Annotated Review of Research Supporting the Use of Kurzweil 3000 in English Language Learner Classrooms
This report
provides research validation for the use of technologies such as Kurzweil 3000, which is an important tool for ELL students learning to read and comprehend grade-level content-area work, regardless of their ability level or prior education experience.
A full report can be ordered free of charge.
www.kurzweiledu.com/proof_research_2005.aspx
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