Computer-based compensation of adult reading disabilities

Elkind, Jerome I.; Black, Molly Sandperl; Murray, Carol

doi:10.1007/bf02648175

Cited by 46 publications

(37 citation statements)

References 11 publications

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“…a subsequent study of adults with reading disabilities, Elkind, Black, and Murray (1996) showed enhanced performance in reading speed and endurance when using OCR as compared to reading unaided. Similarly, Higgins and Raskind (1997) in a study of postsecondary students with LD found that severely disabled readers improved reading comprehension scores when using OCR.…”

Section: Journal Of Special Education Technologymentioning

confidence: 92%

Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities

Higgins

Raskind²

1995

Learning Disability Quarterly

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Seventeen males and twelve females wrote essays under three conditions: (a) without assistance; (b) using a human transcriber; and (c) using a speech recognition system. Students received higher holistic scores using speech recognition than when writing without assistance at a statistically significant level ( p=.048). In order to determine the reasons for the superior scores on the essays written using speech recognition, 22 measures of fluency, vocabulary and syntax were computed. Several measures showed a strong correlation with the holistic score. A multiple regression revealed that the best predictor of the holistic score was Words with Seven or More Letters. Further, the ratio of Words with Seven or More Letters to Total Words differed significantly across conditions ( p=.0136), in favor of speech recognition, when compared with receiving no assistance. A factor analysis identified three factors that accounted for significant variation in holistic score: Factor 1, measures related to length of the essay ( p=.0001+); Factor 2, measures of morphological complexity ( p=.003); and Factor 3, main verbs ( p=.021). The authors suggest that the technology may have been successful because it “encouraged” the use of longer words, a powerful predictor of a holistic score.

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Section: Journal Of Special Education Technologymentioning

confidence: 92%

Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities

Higgins

Raskind²

1995

Learning Disability Quarterly

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“…Elkind (1998) and Elkind, Black, and Murray (1996), working with postsecondary students, found that the changes in reading rate and comprehension test scores observed when students used assistive reading software were inversely related to the students' unassisted performance: that is, students who read slowest or with poorest comprehension benefited the most. Higgins and Raskind (1997) obtained a similar result.…”

Section: Introductionmentioning

confidence: 96%

“…His results were equivocal in that the text-to-speech system improved comprehension of only a few of the passages that his students read. Students with reading disabilities also have reported that reading was less tiring and less stressful when they used assistive reading software and that they could double or triple the time that they could sustain reading (Elkind, et al, 1996). This paper reports on an exploratory study of the effect of assistive reading software on students who have a primary diagnosis of attention disorder 2 rather than a reading disability.…”

Section: Introductionmentioning

confidence: 96%

Benefits of assistive reading software for students with attention disorders

et al. 2002

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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.

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“…Existing data suggest that for many students, the comprehension of material is improved when passages are read by the technology compared to a no-treatment control (Elkind, Black, & Murray, 1996;Higgins & Raskind, 1997). An interesting finding of these college studies is that comprehension gains are not uniformly present and when participant data are aggregated, changes in comprehension are not statistically present.…”

Section: Introductionmentioning

confidence: 97%

Use of Reading Pen Assistive Technology to Accommodate Post-Secondary Students with Reading Disabilities

Schmitt

McCallum

Hennessey

et al. 2012

Assistive Technology

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Reading pens are a form of assistive technology that may be used to bypass weak word decoding and vocabulary skills of students with reading disabilities. Only two known studies have examined the effects of reading pens on the comprehension of school-aged students, and no known studies have been published regarding post-secondary students. The present study investigated the effects of reading pen assistive technology on the comprehension accuracy and rate of three post-secondary students with university-recognized reading disabilities. An alternating treatments design was implemented to compare the effects of (1) a reading pen decoding accommodation, (2) concurrent reading pen decoding and vocabulary accommodations, and (3) a no-accommodation control condition on the comprehension of the three participants when provided college level difficulty reading passages. Results indicate that use of a reading pen did not uniformly improve the comprehension of the post-secondary students. However, the student with the poorest reading skills benefitted the most. Discussion focuses on explanations for the results, practical implications for post-secondary students with reading disabilities, and future directions for study.

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Computer-based compensation of adult reading disabilities

Cited by 46 publications

References 11 publications

Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities

Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities

Benefits of assistive reading software for students with attention disorders

Use of Reading Pen Assistive Technology to Accommodate Post-Secondary Students with Reading Disabilities

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