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Burstein, J., Shore, J., Sabatini, J., Lee, Y. W., & Ventura, M. (2007). The automated text adaptation tool. In NAACL-Demonstrations '07 Proceedings of Human Language Technologies: The Annual Conference of the North American Chapter of the Association for Computational Linguistics: Demonstrations (pp. 3–4).
Keywords: Accessible Math; Automated Text Adaption Tool; English Language; English Language Learners (ELL / EFL / ESL); Language Arts; MeTRC; Pilot Study; Reading; Reading Comprehension; Research; Software; Spanish; Text Adaption; Text-to-Speech; Translational
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Bottge, B. A., Heinrichs, M., Chan, S. - Y., & Serlin, R. C. (2001). Anchoring adolescents' understanding of math concepts in rich problem-solving environments. Remedial and Special Education, 22(5), 299–314.
Abstract: High content standards, special education legislation, and new considerations regarding curriculum are pressuring teachers to improve the intellectual quality of student's learning experiences. In mathematics, students are expected to develop more sophisticated problem-solving skills at an earlier age. To date, there is little research to show how to accomplish this objective with students who have been unsuccessful in math. This study describes how students in a remedial math class fared in comparison to prealgebra students on video-based and applied problems aligned to current math standards. Results showed that students in the remedial class matched the problem-solving performance of students in the prealgebra classes. Accounts of individual performances elaborated how students' understandings evolved and provided implications for instructional practice.
Keywords: Accessible Math; Illustrative; Learning Disabilities; Mathematics; MetaCognitive Strategies; MeTRC; Middle School; Problem Solving; Processed; Quasi-Experimental; Teaching Methods; Video-Based Problems; Z_Ingested
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Akbulut, Y. (2007). Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as a foreign language. Instructional Science, 35, 499–517.
Abstract: The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) defi- nitions coupled with associated pictures, and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types of visuals had significantly higher vocabulary scores on both immediate and delayed post- tests than the definition only group. However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia reading had positive impact on participants' attitudes towards foreign language reading and vocabulary learning.
Keywords: Accessible Math; Annotations; English Language Learners (ELL / EFL / ESL); Explanatory; Foreign Language; Language Arts; Math Vocabulary; Multimedia Annotations; Post-Secondary; Randomized Controlled Trial; Reading; Reading Comprehension; Research; Technology; Tefl; Turkey; Vocabulary
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Witzel, B., Smith, S. W., & Brownell, M. T. (2001). How can I help students with learning disabilities in algebra? Intervention in School and Clinic, 37(2), 101–104.
Keywords: Accessible Math; Algebra; Discussion; Implementation; Learning Disabilities; Mathematics; MeTRC; Processed; Review; Teaching Methods; Z_Ingested
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Wigmore, A., Hunter, G., Pfluegel, E., & Denholm-Price, J. (Eds.). (2011). TalkMaths: A speech user interface for dictating mathematical expressions into electronic documents (Vol. Summer Term).
Keywords: Accessible Math; Mathematics; MeTRC; Physical Disabilities; Software; Spoken; Translational; Vision Impairments; Z_Ingested
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