{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1358"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1358","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"The effects of using Smartboard and interactive games to improve reading comprehension of secondary students with moderate cognitive disabilities","abstract":"This study investigated the effects of using the Smartboard and interactive games to improve reading comprehension skills of secondary students with moderate cognitive disabilities. A total of 11 9th and 10th graders in a special services school participated in the study. A single subject design of ABC phases was used. During the baseline (Phase A), student listening comprehension was evaluated by their scores of correct responses to \"Wh\" questions on their paper. During intervention (Phase B), the teacher used the Smartboard and Boardmaker software to present fiction and nonfiction stories. Each session included the student listening to the story, read by the voice embedded in the Smartboard, and visual images with a game format. During the maintenance (Phase C), students were evaluated using the same procedures as that of the intervention. At the end of the study, students' opinions about using the Smartboard and interactive games were surveyed. The results showed that 9 out of 11 students increased scores, 1 out of 11 students maintained their score, except one. After completing the study, students responded to a survey on using the Smartboard and interactive games. The results showed that all students enjoyed using the Smartboard and the games in their learning.","abstract_html":"This study investigated the effects of using the Smartboard and interactive games to improve reading comprehension skills of secondary students with moderate cognitive disabilities. A total of 11 9th and 10th graders in a special services school participated in the study. A single subject design of ABC phases was used. During the baseline (Phase A), student listening comprehension was evaluated by their scores of correct responses to "Wh" questions on their paper. During intervention (Phase B), the teacher used the Smartboard and Boardmaker software to present fiction and nonfiction stories. Each session included the student listening to the story, read by the voice embedded in the Smartboard, and visual images with a game format. During the maintenance (Phase C), students were evaluated using the same procedures as that of the intervention. At the end of the study, students' opinions about using the Smartboard and interactive games were surveyed. The results showed that 9 out of 11 students increased scores, 1 out of 11 students maintained their score, except one. After completing the study, students responded to a survey on using the Smartboard and interactive games. The results showed that all students enjoyed using the Smartboard and the games in their learning.","abstract_has_math":false,"creators":["Coyle, Melissa"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-24T08:00:00Z","date_published":"2014-01-24T08:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Computer-assisted instruction; Reading comprehension; Youth with disabilities","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/359","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Coyle, Melissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:02Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Computer-assisted instruction; Reading comprehension; Youth with disabilities","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/359"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the effects of using the Smartboard and interactive games to improve reading comprehension skills of secondary students with moderate cognitive disabilities. A total of 11 9th and 10th graders in a special services school participated in the study. A single subject design of ABC phases was used. During the baseline (Phase A), student listening comprehension was evaluated by their scores of correct responses to \"Wh\" questions on their paper. During intervention (Phase B), the teacher used the Smartboard and Boardmaker software to present fiction and nonfiction stories. Each session included the student listening to the story, read by the voice embedded in the Smartboard, and visual images with a game format. During the maintenance (Phase C), students were evaluated using the same procedures as that of the intervention. At the end of the study, students' opinions about using the Smartboard and interactive games were surveyed. The results showed that 9 out of 11 students increased scores, 1 out of 11 students maintained their score, except one. After completing the study, students responded to a survey on using the Smartboard and interactive games. The results showed that all students enjoyed using the Smartboard and the games in their learning."]},{"key":"dc:title","label":"Title","values":["The effects of using Smartboard and interactive games to improve reading comprehension of secondary students with moderate cognitive disabilities"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Coyle, Melissa"],"dc:date.available":["2020-03-03T19:59:02Z"],"dc:description.abstract":["This study investigated the effects of using the Smartboard and interactive games to improve reading comprehension skills of secondary students with moderate cognitive disabilities. A total of 11 9th and 10th graders in a special services school participated in the study. A single subject design of ABC phases was used. During the baseline (Phase A), student listening comprehension was evaluated by their scores of correct responses to \"Wh\" questions on their paper. During intervention (Phase B), the teacher used the Smartboard and Boardmaker software to present fiction and nonfiction stories. Each session included the student listening to the story, read by the voice embedded in the Smartboard, and visual images with a game format. During the maintenance (Phase C), students were evaluated using the same procedures as that of the intervention. At the end of the study, students' opinions about using the Smartboard and interactive games were surveyed. The results showed that 9 out of 11 students increased scores, 1 out of 11 students maintained their score, except one. After completing the study, students responded to a survey on using the Smartboard and interactive games. The results showed that all students enjoyed using the Smartboard and the games in their learning."],"dc:identifier":["https://rdw.rowan.edu/etd/359"],"dc:subject":["Computer-assisted instruction; Reading comprehension; Youth with disabilities","Special Education and Teaching"],"dc:title":["The effects of using Smartboard and interactive games to improve reading comprehension of secondary students with moderate cognitive disabilities"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:13:09Z"}