1. TESOL Greece - 24th Annual International Convention “Innovation, Motivation, Education”
Helping struggling
EFL readers build
comprehension
via universally
designed digital
books
Smaragda S. Papadopoulou, E-Learning Specialist,
Research Centre for Language Teaching, Testing and Assessment (RCeL)
Faculty of English Language and Literature, University of Athens

2. Learning to read…
… is intended to
provide students
with skills that are
necessary for proper
word recognition
and text decoding.

3. The ultimate goal of reading…
… is not limited to
the recognition of
isolated words,
but lies in the
reader accessing
the meaning of
the text.

4. To understand text…
words need to be recognized and their meanings
accessed
relevant background knowledge needs to be activated
inferences must be generated as information is
integrated during the course of reading
control processes are needed to monitor both ongoing
comprehension and the internal consistency of text
allowing the reader to initiate repair strategies if
comprehension breakdown is detected.

5. Why do some learners
struggle to read?

6. At the word recognition level…
… weak decoding and fluency skills are
sometimes responsible for affecting
comprehension outcomes.

7. Conceptual and linguistic factors…
… such as less developed vocabulary and
background knowledge, may deter even a
student who possesses excellent decoding
skills from understanding text.

8. Still other readers…
… do not effectively employ strategies for
navigating text or monitoring their
comprehension.

9. Struggling readers…
… may face one or more of these hurdles.
In fact, research shows that multiple areas of
concern tend to be the rule, not the
exception
This makes it difficult to improve reading
comprehension…

10. In addition…
… the medium of print is fraught with barriers
for struggling readers.

11. Print is…
fixed inflexible
not
a one-size- customizable
fits-all to meet
medium individual
needs

12. On the other hand…
… well-designed digital texts show great
promise for supporting struggling readers'
developing literacy skills (Dalton & Strangman, 2006)

13. are malleable and
flexible Digital texts
they can bend to
can be customized to the needs of
meet an individual's diverse learners
needs or preferences rather than
requiring the
learners to bend
to them.
allow for the inclusion of
effective scaffolds and
supports that can be
activated or withdrawn
with relative ease.

14. Printed Texts Digital Texts

15. Scaffolded digital reading environments
… are equipped with learning supports that allow
students to interact directly with text in a
fashion that is impossible to achieve with static
print materials.

16. Scaffolded digital reading environments
… are designed according to research-based
frameworks, including:
Robust Universal
Reciprocal
Vocabulary Design for
Teaching
Isntruction Learning

17. In reciprocal teaching…
… teacher and student discuss a text in an effort
to deepen comprehension of and engagement
with the text.

18. This dialogue
is structured
around four
strategies:
 predicting
 questioning
 clarifying
 summarizing

19. The goal is…
… to release the teacher gradually from the
conversation, so that students can
independently apply these strategies to
develop a deeper understanding of any text.
This is important,
because good readers are strategic readers.

20. Vocabulary instruction…
… that is "frequent, rich,
and extended" (Beck et al., 2002)
has a positive effect on
children's overall word
learning and reading
comprehension.

21. Universal Design for Learning (UDL)…
… draws on insights from brain science and
research-based pedagogy (Rose & Meyer, 2002).

22. Three primary brain networks come into play:

23. The three design principles of UDL

26. CAST UDL Book Builder…
… is a free online tool which enables educators to
develop their own digital books to support reading
instruction. Teachers create, edit, and save
resource-rich texts

27. The UDL Guidelines…
… articulate the range of options that Book Builder
authors should consider when designing flexible
books and media that reduce barriers and
provide robust supports to all learners.

28. http://bookbuilder.cast.org

31. Model Books…
… are designed to help you author learning supports
so you can reach a diverse audience through
Universal Design for Learning. Explore model books
for examples of different applications of UDL to
inspire your own work.
Model books:
-demonstrate the latest Book Builder features
-model different ways to use coaches
-show a range of genres and audience age levels
-provide technical help for media
-link to related research for authoring

32. Terry, the giraffe, is your
guide through the model
books. She can be thought
of as a "meta-coach" that
supports you, the author, as
you create content and
develop media.
Terry's tips are based on
research in education,
psychology, and
communication, and of
course, on UDL principles.

47. Thank
you!