0000000000005441
AUTHOR
Vicenta ÁVila
Easy-to-read Texts for Students with Intellectual Disability: Linguistic Factors Affecting Comprehension
Background: The use of ‘easy-to-read’ materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction–Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Method: Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a rea…
Does formative feedback on search behaviour help students in answering comprehension questions from an available text? / ¿Ayuda la retroalimentación formativa sobre el comportamiento de búsqueda a contestar preguntas de comprensión en lecturas con texto disponible?
AbstractThis study analyses the efficacy of formative feedback to boost students’ search behaviour when answering comprehension questions in a with-text reading situation, which is a common reading situation in instructional and assessment settings. In these reading situations search strategies play an important role to predict students’ performance. Sixty-five high school students read two texts and answered eight multiple-choice comprehension questions per text using the software Read&Answer, which recorded all the students’ actions. After answering each question, students received either global-search-feedback or specific-search-feedback, which differed in the specificity of their inform…
Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences.
Along 2 experiments we tested the anaphoric pronoun resolution abilities of readers with intellectual disability in comparison with chronological and reading age-matched groups. In Experiment 1, the anaphor test of Elosua, Carriedo, and Garcia-Madruga (2009) confirmed that readers with intellectual disability (ID) are slower than control readers resolving clitic anaphoric pronouns, especially when the use of morphological cues (e.g. gender) is necessary. In order to test if the poor performance could be due to low levels of metacognitive skills during reading, an inconsistency detection task combined with eye tracking was designed in Experiment 2. Participants read short texts with an anaph…
Learning through video blogs
Previous research have found evidences of both, low traditional literacy skills (e.g. reading) and low digital literacy skills (computers and Internet skills) in the population of young students with intellectual disabilities ID). The main goal of this study was to test if learning content in the Internet was enhanced or interfered by video blog presentation mode for this population. In particular, we explored the metacognitive deficit hypothesis by Ackerman & Goldsmith [1] which predicts that a) monitoring accuracy (difference between predicted and actual comprehension) will be lower in videos than in texts; b) restudy decisions will be more efficient in the text medium (i.e. higher restud…
The skills related to the early reading acquisition in Spain and Peru
This paper deals with the skills related to the early reading acquisition in two countries that share language. Traditionally on reading readiness research there is a great interest to find out what factors affect early reading ability, but differ from other academic skills that affect general school learnings. Furthermore, it is also known how the influence of pre-reading variables in two countries with the same language, affect the development of the reading. On the other hand, several studies have examined what skills are related to reading readiness (phonological awareness, alphabetic awareness, naming speed, linguistic skills, metalinguistic knowledge and basic cognitive processes), bu…
Simplificación de textos para lectores con discapacidad intelectual: Avances desde la psicolingüística
Inma Fajardo, Vicenta Ávila y Antonio Ferrer (miembros de la ERI-Lectura de la Universitat de València) presentan los resultados de su investigación sobre la simplificación de textos para lectores con discapacidad intelectual en las Jornades Lectura Fàcil de la Generalitat Valenciana organizadas por la ERI-Lectura de la Universitat de València el 18-19 mayo de 2018. http://ir.uv.es/4zhj7IR
¿El confinamiento cambió el uso y la percepción de Internet de las personas con DI y de sus familias?
El principal objetivo de este trabajo fue conocer cómo estaba influyendo el confinamiento en los jóvenes con DI y sus familias, atendiendo al uso de Internet, la percepción de los beneficios y riesgos de Internet y su estado de ánimo. Para ello, se realizó una encuesta online distribuida entre jóvenes con DI mayores de edad de distintas asociaciones pertenecientes a Plena Inclusión CV y alumnos/as del Programa Universitario de Formación para el Empleo de Jóvenes con Discapacidad Intelectual (UNINCLUV-2ª Edición) en la Universitat de València. Los resultados muestran cómo se ha incrementado el uso de Internet en ese periodo fundamentalmente en tareas de formación on-line, como se perciben be…
Assessing Virtual Reality as a Tool for Support Imagination
One of the major developments of the second year of human life is the emergence of the ability to pretend (Leslie, 1987). Many children with autism use no pretend play or are impoverished in the quality of their play (Baron-Cohen, 1989). The key factor of our Virtual Reality Software in relation to Pretend Play is the possibility to really show the object transformations we propose when pretending. We hope those technics to drive people with autism to a better understanding of pretense and to enable them to develop a play with more quality.
Toma de notas en lectura de textos múltiples: análisis de diferencias individuales
ResumenSe analiza el tipo de notas que se toman al consultar documentos multiples. Treinta universitarios leyeron cuatro textos cientificos en soporte informatico sobre un mismo tema, teniendo como objetivo elaborar un ensayo a partir de dos preguntas. Para ello, podian tomar notas que tendrian accesibles durante la composicion del ensayo. Se categorizaron y cuantificaron las notas segun grado de transformacion de la informacion textual, pertinencia respecto al ensayo, grado de repeticion y nivel de integracion que suponian. Se estudio el efecto y relacion de tales variables sobre la calidad del ensayo, observando que el objetivo de la tarea orienta el desempeno al ser mas numerosas las not…
Towards text simplification for poor readers with intellectual disability: When do connectives enhance text cohesion?
Abstract Cohesive elements of texts such as connectives (e.g., but, in contrast) are expected to facilitate inferential comprehension in poor readers. Two experiments tested this prediction in poor readers with intellectual disability (ID) by: (a) comparing literal and inferential text comprehension of texts with and without connectives and/or high frequency content words (Experiment 1) and (b) exploring the effects of type and familiarity of connectives on two-clause text comprehension by means of a cloze task (Experiment 2). Neither the addition of high frequency content words nor connectives in general produced inferential comprehension improvements. However, although readers with ID wer…
Training young adults with intellectual disability to read critically on the internet.
Background Young people with intellectual disability (ID) are becoming frequent Internet users, but they present difficulties selecting reliable Internet sources. Methods The present authors tested an instructional programme aimed at increasing skills to evaluate information from the Internet of 33 young adult students with intellectual disability enrolled in special needs education (19.4 years). The programme was composed of different web pages that provided conflicting views on a controversial topic. Students participated in small group discussions supported with Wh-question graphic organizers and contrasting cases during seven sessions. Results Differences between pre- and post-tests ind…
Warm elaborated feedback. Exploring its benefits on post-feedback behaviour
This study provides evidence on the impact of including warm messages in elaborated feedback. These messages are aimed at the motivational process that can be mobilised by feedback and that which c...