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Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science e-Textbooks: Considering the Struggling Reader

dc.creatorRupley, William H.
dc.creatorPaige, David D.
dc.creatorRasinski, Timothy V.
dc.creatorSlough, Scott W.
dc.date.accessioned2015-08-31T03:50:46Z
dc.date.available2015-08-31T03:50:46Z
dc.date.issued2015
dc.identifier.citationRupley, William, David D. Paige, Timothy V. Rasinski, & Scott W. Slough. "Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science e-Textbooks: Considering the Struggling Reader." Journal of Education and Training Studies [Online], 3.4 (2015): 1-8. Web. 30 Aug. 2015en
dc.identifier.urihttps://hdl.handle.net/1969.1/154849
dc.description.abstractPavio’s Dual-Coding Theory (1991) and Mayer’s Multimedia Principal (2000) form the foundation for proposing a multi-coding theory centered around Multi-Touch Tablets and the newest generation of e-textbooks to scaffold struggling readers in reading and learning from science textbooks. Using E. O. Wilson’s Life on Earth: An Introduction (2012) as a simulation for our essay, we theorize that text, graphics, interactive elements, and audio represent four distinct encoding schemes. Each of these encoding schemes can be used as separate but mutually supportive scaffolds to assist struggling students in reading and learning with science textbooks.en
dc.description.sponsorshipThe open access fee for this work was funded through the Texas A&M University Open Access to Knowledge (OAK) Fund.en
dc.language.isoen_US
dc.publisherRedfame Publishing
dc.rightsAttribution 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/
dc.subjectstruggling readeren
dc.subjectmulti-sensoryen
dc.subjectdual-codingen
dc.subjectmulti-touch tabletsen
dc.subjectE-textbooksen
dc.subjectreading informational textbooksen
dc.titleMulti-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science e-Textbooks: Considering the Struggling Readeren
dc.typeArticleen
local.departmentTeaching, Learning and Cultureen
dc.identifier.doihttp://dx.doi.org/10.11114/jets.v3i4.790


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Attribution 3.0 United States
Except where otherwise noted, this item's license is described as Attribution 3.0 United States