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Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
[article]
Titre : Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur Année de publication : 2018 Article en page(s) : p.227-236 Langues : Anglais (eng) Mots-clés : supported electronic text eText digital text teaching science content explicit instruction intellectual disability Index. décimale : PER Périodiques Résumé : Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. En ligne : http://dx.doi.org/10.1177/1088357617696273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236[article] Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur . - 2018 . - p.227-236.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236
Mots-clés : supported electronic text eText digital text teaching science content explicit instruction intellectual disability Index. décimale : PER Périodiques Résumé : Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. En ligne : http://dx.doi.org/10.1177/1088357617696273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372