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NCAC: Research & Solutions: Curriculum: References: Modified Text

Modified Text

Prepared by Roxanne Ruzic and Kathy O'Connell

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Modified text is any text that has been changed from its original form. For this review, modified text refers to text content, not physical characteristics such as size, font, or color. Text content can be modified by rewriting the text for readability - such as shortening sentences or substituting simpler words for more difficult words. Another technique for modifying text content is to provide support in the form of hyperlinks that explain difficult vocabulary or text structures.

Evidence of effectiveness

Only a limited number of research studies have been published on the use of modified text in classrooms (we identified seven, three of which incorporated multiple studies into a review or synthesis). Those studies we did locate primarily examined the use of modified text in general education classroom settings, and found that use of modified text typically had a positive effect on student achievement and motivation.

Several studies we located that examined the use of modified text by students with learning disabilities found positive effects on student achievement and motivation.

The studies we reviewed examined the use of modified text by students across all grade levels and across many content areas including reading, social studies, and science. The use of modified text to teach math was not examined by any of the studies we identified.

In many cases, modified text was used with technology, most often with hypertext to provide vocabulary support and to make greater detail available to the students.

A couple of the studies included in this review have significant methodological drawbacks, such as small sample sizes and lack of a control group. While three of the studies were multiple study reviews, the small number of studies conducted overall makes any conclusions about the usefulness of modified text preliminary.

Still, while this research evidence is not conclusive, it suggests that modified text may be a helpful tool for heterogeneous student populations (including those that include students with reading disabilities) who have differentiated reading abilities but the ability to understand content area material.

Modified Text Data Tables

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Modified Text References

Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349.

Higgins, K., & Boone, R. (1990). Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students. Journal of Learning Disabilities, 23(9), 529-540.

Horton, S., Boone, R., & Lovitt, T. (1990). Teaching social studies to learning disabled high school students: Effects of a hypertext study guide. British Journal of Educational Technology, 21(2), 118-131.

Klingner, J. K., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23-37.

Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research in Computing in Education, 29(3), 263-275.

McCullough, C. S. (1995). Using computer technology to monitor student progress and remediate reading problems. School Psychology Review, 24(3), 426-439.

Morrow, L. M., Pressley, M., Smith, J. K., & Smith, M. (1997). The effect of a literature- based program integrated into literacy and science instruction with children from diverse backgrounds. Reading Research Quarterly, 32(1), 54-76.