1. Ariel Williams

2.  Universal Design for Learning bookbuilders offer a variety of online books utilizing media. UDL provides support to readers through:  Multiple means of representation  Multiple means of action and expression  Multiple means of Engagement  On Bookbuilder one can read digital books that engage and support diverse learners according to their individual needs, interest and skills (bookbuilder.cast.org).  Link to the book I focused on, “Jack Likes to Play Games: http://bookbuilder.cast.org/view.p hp?op=model%20&book=11495&p age=1 http://bookbuilder.cast.org/view.p hp?op=model%20&book=11495&p age=1

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4.  The book ““Jack Likes to Play Games” is appropriate for kindergarten, first grade and second students. The standards presented pertain to the performance expectations of first grade students.  NYS Reading Standard 1:2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.  NYS Reading Standard 1:3: Describe characters, settings, and major events in a story, using key details.  NYS Reading Standard 1:11: Make connections between self, text, and the world around them (text, media, social interaction).

5.  According to Moreno and Mayer (2007), extraneous processing is the cognitive processes that are not necessary for making sense of the new information but are instead originated from poorly designing the learning task (p. 314).  The UDL book “Jake Likes to Play Games” does not require the reader to produce any extraneous processing. The UDL book clearly communicates the series of events that took place in “Jake Likes to Play Games” through concise text, sounds and images. The pedagogical characters throughout the book also promotes readers to make text-to-self and text-to-world connections; these connections make the story interesting for students and they can relate and fully grasp the theme of the story.  This UDL will be most beneficial if used with students in the lower grades, hence “Jake Likes to Play Games” being geared towards students in Kindergarten, first grade and second grade; for its simplicity would be too easy and wouldn’t challenge the cognitive abilities of students in higher grades. The poor designing of Extraneous processing does not coincide with this UDL book for it was strategically designed to validate the understanding of its readers.