The effect of different representations on reading digital text for students with cognitive disabilities.
Ming-Chung ChenTing-Fang WuYun Lung LinYa-Hui TasiHui-Ching ChenPublished in: Br. J. Educ. Technol. (2009)
Keyphrases
- reading comprehension
- learning disabled
- writing skills
- external representations
- meta cognitive
- working memory capacity
- learning styles
- note taking
- individual differences
- student learning
- learning experience
- middle school mathematics
- learning outcomes
- college students
- cognitive development
- high school
- special education
- cognitive load theory
- digital documents
- learning environment
- learning activities
- intelligent tutoring systems
- high school students
- online course
- critical thinking
- e learning
- mental models
- worked examples
- cognitive skills
- text to speech
- cognitive load
- multiple choice questions
- multiple representations
- cognitive architecture
- digital technologies
- programming course
- collaborative learning
- text messaging
- information processing
- higher education
- helping students
- tutoring system
- tablet pc
- multiple choice
- meaningful learning
- students completed
- socio cognitive
- cognitive model
- distributed cognition
- vocabulary learning
- middle school students
- distance learning
- grade level
- semantic representations
- cognitive science
- control group
- oral reading
- student progress
- computer assisted instruction
- instructional materials
- learning process
- language learning