Benefits of assistive reading software for students with attention disorders

Abstract

This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students who had a primary diagnosis of attention disorder. These students used assistive reading software for most of a semester to read assignments for an English class and in testing sessions in which comparisons were made between normal, unassisted reading, and reading assisted by the soft-243 244 THEORY-BASED PRACTICE ware. This software provides a synchronized visual and auditory presentation of text, and incorporates study skills tools for highlighting and note taking. Attention measures, reading speed, comprehension scores, and attitude questionnaire responses were obtained during these sessions. The principal findings were that the assistive software allowed the students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue, and to read for longer periods of time. It helped them to read faster and, thereby, to complete reading assignments in less time. It did not have a significant effect on comprehension, but it helped some students whose comprehension was very poor. The study results indicate that assistive reading software should be considered as a significant intervention to assist students who have attention disorders and as an accommodation to help them compensate for their disabilities.

What is the level of evidence for the use of currently available technologies in facilitating the self-management of difficulties associated with ADHD in children and young people? A systematic review

“…Other technologies have been developed to self-manage ADHD-related difficulties in children and YP that can be used independently of a therapist which, therefore, reduces the reliance on services. These include a handheld organisation device [30], a device to self-monitor ADHD symptoms [31], computer software to improve reading speed [32], and computer games that focus on mathematical ability [33] and the promotion of behavoural learning and organisation [34]. Although these studies report that technology has the potential to self-manage ADHD-related difficulties in children and YP, little is known about the level of evidence for these technologies.…”

Computer use in educational activities by students with ADHD

“…Computer use in school provides a novel alternative to traditional instruction that may capture the attention of students with ADHD. In addition, computer use can also lead to significant improvement in active engagement time, on-task behaviour, improvement in attention (5,(14)(15)(16) and educational performance in reading (17)(18) and maths (19)(20), thus making these findings critical for students with ADHD.…”

“…Computer use by students with ADHD can promote motivation for learning (13), active responding and attention (14) and prevent off-task behaviour during educational activities (5,15,16). It has been clearly suggested that computer use in school by students with ADHD can support oral reading fluency (17) and increase in periods of sustained reading and decrease in distractions (18). In addition, computer use may also support educational performance in mathematics achievement for students with ADHD, compared with written seatwork conditions, both in general educational settings (19) and special educational settings (20).…”

Comorbidity between attention deficit hyperactivity disorder and reading disabilities: Implications for assessment and treatment

“…Only the study by Hecker, Burns, Elkind, Elkind and Katz (2002) was designed to determine the potential benefits of the use of modern technologies in the reading performance of post-secondary students with a diagnosis of ADHD. The majority of the participants were taking psychostimulant medication, and 25% suffered from RD.…”