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The Impact of Assistive The Impact of Assistive Technologies on the Technologies on the Reading Outcomes of Reading Outcomes of College Students with College Students with DisabilitiesDisabilities
Gotesman Edith Gotesman Edith PhDPhD
Goldfus Carol Goldfus Carol PhDPhD
Levinsky College of EducationLevinsky College of Education
The investigation is The investigation is designed to validate the designed to validate the competency of Assistive competency of Assistive Technology to solve the Technology to solve the problem of students at risk, problem of students at risk, namely students with namely students with learning disabilities.learning disabilities.
LD studentsLD students are are learning-disabled/learning-learning-disabled/learning-disadvantageddisadvantaged students experiencing one or several students experiencing one or several of the following impairments:of the following impairments:
DyslexiaDyslexia —— a language disorder primarily a language disorder primarily affecting the affecting the
ability to read fluentlyability to read fluently
DyscalculiaDyscalculia —— a learning disorder demonstrated by a learning disorder demonstrated by a a poorpoor aptitude with figuresaptitude with figures
DysgraphiaDysgraphia —— aa language disorder that affects language disorder that affects the the ability ability
to writeto write
DyslexiaDyslexia refers to a "difficulty in refers to a "difficulty in learning to read in a person who learning to read in a person who has good intelligence, strong has good intelligence, strong motivation, and who has received motivation, and who has received appropriate teaching".appropriate teaching".
Sally Shaywitz (2003)Sally Shaywitz (2003)
Assistive technology - AT Assistive technology - AT –– is is defined as:defined as:
““any technology that enables an any technology that enables an individual with a learning individual with a learning disability to compensate for disability to compensate for specific deficits.specific deficits.””
(Raskind and Higgins,1998) (Raskind and Higgins,1998)
““The use of The use of technologytechnology has been shown has been shown to to
be effective in a wide range of content be effective in a wide range of content areas.areas.””
(Ashton, 2005; Edyburn, 2004; Okolo, (Ashton, 2005; Edyburn, 2004; Okolo, Cavalier, Ferretti, & MacArthur, 2000).Cavalier, Ferretti, & MacArthur, 2000).
1.1. word recognition, reading comprehension, word recognition, reading comprehension, spelling and reading strategiesspelling and reading strategies (Raskind & (Raskind & Higgins, 1999);Higgins, 1999);
2.2. spellingspelling (Dalton, Winbury & Morocco, 1990, (Dalton, Winbury & Morocco, 1990, MacArthur, Graham, Haynes & DeLapaz, 1996);MacArthur, Graham, Haynes & DeLapaz, 1996);
3.3. organizing, reading and synthesizing organizing, reading and synthesizing informationinformation (Anderson, Inman, Knox-Quinn & (Anderson, Inman, Knox-Quinn & Homey, 1996, Anderson, Inman, Knox-Quinn & Homey, 1996, Anderson, Inman, Knox-Quinn & Szymanski, 1999);Szymanski, 1999);
4.4. proofreadingproofreading (Raskind & Higgins, 1995);(Raskind & Higgins, 1995);
5.5. writingwriting (Raskind & Higgins, 1995) (Raskind & Higgins, 1995);
6.6. decoding, comprehension and reading with decoding, comprehension and reading with fluencyfluency (Elkind, Cohen & Murray 1993, Higgins & (Elkind, Cohen & Murray 1993, Higgins & Raskind, 2000).Raskind, 2000).
Word processors
Spell checkers
Text-to-speech programs
Proofreadingprograms
Speech-to-text programs
Word predictionprograms
Outlining/brainstorming
programs
Individual
Specific context of interaction
Specific technology
Specific tasks/functions to be performed
Raskind & Higgins (1998) and Raskind (1998)Raskind & Higgins (1998) and Raskind (1998)
STUDENTSSTUDENTS’’ NEED NEED Decoding Decoding Reading Reading
comprehensioncomprehension
HandwritingHandwriting
Expressing wordsExpressing wordsin written formin written form
SpellingSpelling
OrganizationOrganization
ASSISTIVE TECHNOLOGYASSISTIVE TECHNOLOGY Text-to-speech programsText-to-speech programs
Speech-to-text programsSpeech-to-text programs
Word processorsWord processors Word prediction programsWord prediction programs
Proofreading programsProofreading programs
Outlining/brainstorming Outlining/brainstorming programsprograms
Participants: 14 LD students at the Participants: 14 LD students at the Levinsky College of EducationLevinsky College of Education
Duration: 2006-2008;Duration: 2006-2008; Design: pre-test, intervention, post-testDesign: pre-test, intervention, post-test Independent variable: computer-based Independent variable: computer-based
reading softwarereading software Dependent variable: reading Dependent variable: reading
comprehension skills, attitude toward comprehension skills, attitude toward reading and AT. reading and AT.
LD Students' Achievement - Final Tests
50
55
60
65
70
75
80
85
90
95
12345678910
Students
Gra
des07-ינואר
יוני-07
ינואר-08 0
ScoresScores60-7060-7070-8070-8080-9080-9090-90-100100
AveragAveragee
January January 20072007
4 4 studentsstudents
3 students3 students2 2 studentsstudents
1 student1 student73.573.5
June June 20072007
5 5 studentsstudents
3 students3 students2 2 studentsstudents
68.268.2
January January 20082008
2 2 studentsstudents
2 students2 students4 4 studentsstudents
2 2 studentsstudents
79.579.5
decode/read texts in English by significantly decode/read texts in English by significantly gaining in word recognition and reading gaining in word recognition and reading comprehension;comprehension;
improve their reading fluency;improve their reading fluency; learn, apply, develop, maintain and learn, apply, develop, maintain and
generalize new reading strategies;generalize new reading strategies; become motivated to read in English; become motivated to read in English; increase their level of participation in class or increase their level of participation in class or
home assignments;home assignments; achieve better grades;achieve better grades; be better prepared to read articles in their be better prepared to read articles in their
individual field of study.individual field of study.
TYPE OF TYPE OF DIFFICULTYDIFFICULTY
AT TO AT TO CONSIDERCONSIDER
INTERNETINTERNET
SITESITE
ReadingReadingReadPleaseReadPlease
Natural Natural ReaderReader
TextAloudTextAloud
TextAssistTextAssist
KurtzweilKurtzweil
www.readplease.comwww.readplease.com
www.naturalreader.comwww.naturalreader.com
www.textaloud.comwww.textaloud.com
www.textassist.comwww.textassist.com
www.kurzweiledu.comwww.kurzweiledu.com
WritingWritingDragonNaturalDragonNaturallyly
SpeakingSpeaking
Intellitalk Intellitalk
www.nuance.com/www.nuance.com/naturallyspeaking naturallyspeaking
www.intellitools.com www.intellitools.com
Planning and Planning and OrganizationOrganization
InspirationInspirationwww.inspiration.comwww.inspiration.com
Spelling and Spelling and Word Word PredictionPrediction
WordQWordQ
Predictor ProPredictor Pro
www.wordq.com www.wordq.com
www.readingmadeez.comwww.readingmadeez.com