Learning through Audio-Supported Reading: Myth or Reality? Richard M. Jackson, Ed.D. Senior Research Scientist, CAST Associate Professor, Boston College

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AEM Center Goal To build the capacity of states and districts, postsecondary institutions, families, publishers, and workforce development agencies and other stakeholders to increase the availability and use of high- quality accessible materials and technologies (AEM) that support improved learning opportunities and outcomes for learners with disabilities. @AEM_Center

AEM Center Services Provide technical assistance, tools, and resources built on best practices and available to multiple stakeholders. @AEM_Center

Richard Jackson @AEM_Center

Outcomes Participants will gain: An appreciation for the steps for becoming a proficient reader An analysis of the barriers confronted by readers with print disabilities An examination of solutions afforded by ASR A description of current technologies that put ASR into action An understanding of the benefits of listening to books and other reading materials Participants will gain: An appreciation for the steps for becoming a proficient reader of traditional books and other reading materials An analysis of the barriers confronted by readers with print disabilities An examination of solutions afforded by technologies that enable audio-supported reading (ASR) A description of currently available technologies that put ASR into action An understanding of the benefits of listening to books and other reading materials without limiting the opportunity to learn to read @AEM_Center

Learn to Read-Read to Learn We “learn to read” in order that we may ”read to learn.” We can all agree with this statement so long as we are talking about “printed text” or its alternate form such as braille. @AEM_Center

Learning to Read Print or Braille Understand the connection between speech sounds (phonology) and printed text (orthography). Use this understanding to attack (sound out) unfamiliar words. Rapidly name frequent or familiar words Expand our vocabulary Fluently read connected text with prosody (intonation, tone, stress, and rhythm). Acquire strategies for making meaning out of text. Sustaining interest for persisting with difficult text. @AEM_Center

Challenges Speech is the oral expression of language. Orthography requires a wired-in capacity for phonological awareness. Print size and style conventions may exist outside of the sensory limitations of the learner. Insufficient background knowledge, limited surface language facility, and paucity of shared reading experience. Hyper-focus on rules for phonic and linguistic analysis overload working memory. Physical demands distract from the ease with which individuals may learn from text. Where in this process of learning to read do learners encounter difficulty? 1. Speech is the oral expression of language and emerges naturally among typically developing humans. 2. Orthography is artificial and somewhat arbitrary requiring the learner to connect symbols with elements of speech sounds. This required a wired in capacity for phonological awareness. 3. Print size and style conventions may exist outside of the sensory limitations of the learner. 4. Insufficient background knowledge, limited surface language facility, and paucity of shared reading experience thwart vocabulary development and opportunity to learn from sustained reading. 5. Hyper-focus on rules for phonic and linguistic analysis overload working memory and thus slow the development of fluency. 6. Physical demands for materials manipulation, magnification tools and light management distract from the ease with which individuals may learn from text. @AEM_Center

Benefits of Audio Technologies pair text-to-speech with either print or braille. Simultaneous pairing of text and speech are user controlled at word, line or chunk with synchronized highlighting. Rate is adjustable by the learner. Working memory processes shift from phonic and linguistic analysis to audio. Paired audio and text presentation affords miscue self-correction within the eye-voice span. Increased coverage of connected text supports reading comprehension while reducing time on task requirements. Ergonomic benefits of removing hardcopy materials. How can audio (text-to-speech) support, facilitate or compensate for difficulties learning to read? 1. Currently available technologies can pair text-to-speech with either print or braille. 2. The simultaneous pairing of text and speech can be user controlled at the word, line or chunk using synchronized highlighting. 3. The rate at which the paired information can be presented is adjustable by the learner on the fly or with the use of system-level presets. 4. For learners who face decoding challenges, working memory processes can be shifted away from phonic and linguistic analysis to the auditory processing of text-to-speech. 5. For learners who face rapid word recognition challenges, again working memory processing can be shifted disproportionately to focus on auditory processing. 6. Paired audio and text presentation affords miscue self-correction within the eye-voice span. 7. Increased coverage of connected text supports reading comprehension while reducing time on task requirements. 8. Ergonomic benefits when removing hardcopy materials @AEM_Center

ASR & Refreshable Braille

Braille Devices

Another Braille Device @AEM_Center

ASR with Highlighting @AEM_Center

ASR in Action

Resources for Accessible Educational Materials

Bookshare Web Reader with Doc @AEM_Center

Web Reader with Synchronized Highlighting @AEM_Center

Questions? @AEM_Center

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