HomeLearning DifficultiesAssistive Technology

Making the Most of Standard Technology to Enhance Learning

Page 5 of 5

By Lisa Wahl, M.A.


  • Footnotes
  • 1. LaBerge, D., & Samuels, S.J. (1974). Toward a Theory of Automatic Information Processing in Reading. Cognitive Psychology, 6.
  • 2. Fasser, M., Boeke, J., et al (2005).
  • 3. Silver-Pacuilla, H., Ruedel, K., et al (2004)
  • 4. Marzano, R. J., Marzano, J. S., et al (2001)
  • Bibliography
  • Cavanaugh, T. The Digital Reader: Using E-books in K-12 Education, ISTE (International Society for Technology in Education), 2006.
  • Fasser, M., Boeke, J., Haffeman, M., The Influence of Font Type on Information Recall, North American Journal of Psychology, Vol. 7(2).
  • Horton, W.K. Designing and Writing Online Documentation. New York: Wiley, 1990.
  • Kanfer R. & Ackerman, P.L. Motivation and cognitive abilities: An integration of developmental, differential, and cognitive perspectives. Journal of Applied Psychology, Vol. 74.
  • Marzano, R. J., Marzano, J. S., Classroom Instruction that Works. Alexandria, VA: ASCD, 2001.
  • Hill, A. & Scharff, L.F.V., (1997) Readability Of Websites With Various Foreground/Background Color Combinations, Font Types And Word Styles.
  • LaBerge, D., & Samuels, S.J. Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
  • Silver-Pacuilla, H., Ruedel, K., A Review of Technology-Based Approaches for Reading Instruction: Tools for Researchers and Vendors, The National Center for Technology Innovation, p. 9.
  • Tinker, M. Legibility of Print. Ames, IA: Iowa State University Press, 1969.

Updated February 2010