TY  - CHAP
AB  - Purpose – To introduce classroom teachers to an integrated digital literacies perspective and provide a range of strategies and tools to support struggling readers in becoming successful digital readers and multimodal composers.Design/methodology/approach – The chapter begins with the rationale for integrating technology to support struggling readers’ achievement, explains universal design for learning principles, and then offers specific strategies, digital tools, and media for reading and composing.Findings – Provides research support for the use of technology to provide students’ access to grade-level text, enhance comprehension, improve writing, and develop multimodal composition skills.Research limitations/implications – The authors do not address all areas of technology and literacy integration. Instead, they focus on key priority areas for using technology to develop struggling readers’ literacy.Practical implications – The chapter provides theoretical and research-based strategies and digital resources for using technology to improve struggling readers’ comprehension and composition that should be helpful to classroom teachers.Originality/value of chapter – Teachers need support in integrating technology and literacy in ways that will make a meaningful difference for their struggling readers’ achievement and engagement.
VL  - 3
SN  - 978-1-78190-696-5, 978-1-78190-697-2/2048-0458
DO  - 10.1108/S2048-0458(2013)0000003008
UR  - https://doi.org/10.1108/S2048-0458(2013)0000003008
AU  - Dalton Bridget
AU  - Jocius Robin
ED  - Evan Ortlieb
ED  - Earl H. Cheek
PY  - 2013
Y1  - 2013/01/01
TI  - From Struggling Reader to Digital Reader and Multimodal Composer
T2  - School-Based Interventions for Struggling Readers, K-8
T3  - Literacy Research, Practice and Evaluation
PB  - Emerald Group Publishing Limited
SP  - 79
EP  - 97
Y2  - 2024/09/22
ER  -