Key points are not available for this paper at this time.
This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as reviewers of a set of i-books. A repeated-measures analysis of variance indicated that the intervention group of students significantly outperformed the control group on the following measures of writing: the holistic text quality and the summarization text quality, with large effect sizes.
Curcic et al. (Sat,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: