Research has shown that providing appropriate supports and resources can help create an equal foundation for all students and improve reading, particularly for learners who have learning disabilities, including dyslexia.
When considering how to support learners' interaction with electronically enhanced text from the perspective of executive functions and metacognitive aspects of self regulated learning, … (Bol & Garner, 2011, .p.116) For example, Mariger (2006) explains that learners who have difficulty with attention and working memory control benefit from limited hyperlinks and an uncluttered visual display. Kanta (2001) presents a list of 118 L. Bol, J. K. Garner 123 modifications to web pages that can assist the learning who has a disability, including providing auditory feedback, presenting the key information at the beginning of the page, and using screen layouts which provide the option to view only one area at a time (Bol & Garner, 2011, p.118-119)
Moje, E. B. (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254-278.
Products can monitor the temperature of a learning environment and provide suggestions to maintain the optimal temperature for a learner.
Products can monitor the temperature of a learning environment and provide suggestions to maintain the optimal temperature for a learner.
Products can monitor the temperature of a learning environment and provide suggestions to maintain the optimal temperature for a learner.
Developers can make reading more accessible to different learners by adding options like text magnification or colored overlays to their screens.
Developers can make reading more accessible to different kinds of learners by adding options like text magnification or colored overlays to their screens.
Interactive games, like match-game puzzles, allow learners to practice and assess their Vocabulary knowledge by matching words with their respective definitions.
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
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