Technology to Support Reading Research & Practice

Prevalence of Reading Disabilities Most common learning disability Affects over 80% of those identified as LD Cognitive abilities are typically intact

Anticipation Guide Read each statement In the corresponding column, circle whether you agree or disagree with the statement

Test scores in reading achievement have remained about the same for the past two decades. Long term trends show that reading achievement levels have remained much the same in the past 2 decades (O’Day, 2002) 44% of 4 th graders & 27% of 8 th graders are reading at a “below basic” level (2007 Nation’s Report Card)

Reading disabilities are typically outgrown if intervention is provided.

Students with good listening comprehension, but poor reading comprehension, benefit from technology to read while listening. Using books on tape significantly improved text reading rates and reading comprehension scores compared to a control group of 3 rd & 4 th graders who read orally with teacher input Listening while reading resulted in twice the amount of reading and higher scores on listening comprehension measures. The larger the difference between listening comprehension and reading comprehension, the greater the gains. (Shany & Biemiller, 1995)

Students who have the potential should not be given reading accommodations or they won’t learn how to read. Reading while listening increases struggling students’ oral reading fluency (Lionetti & Cole, 2004) Reading while listening  allowed students to read at or above their reading level.  helped create positive attitudes toward reading  improved vocabulary  allowed students to participate in discussions and interactions (Beers, 1998)

Students with good decoding skills are good readers When the reader focuses on decoding, there is less working memory for the higher order thinking needed for comprehension (Curtis, 1908)

Text to speech software can improve phonological skills and word recognition Early studies found benefits for word recognition and phonics except for students with severe deficits who had not developed phonemic awareness. Students need direct instruction in phonological awareness combined with speech feedback. MacArthur, et al(2001) & Wise, Olson, Ring & Johnson (1998)

Use of TTS software resulted in enhanced reading speed and comprehension for post secondary students with reading disabilities with good receptive language skills Students who read slowest or read with the poorest comprehension benefitted the most. -Higgins & Raskind (1997) & Elkind, Black & Murray (1996) Students who read slowest or read with the poorest comprehension benefit the most from text to speech (TTS) software.

Students with ADHD may benefit from the use of text to speech software. Average reading rate increased from 162 to 189 WPM Those with initial reading rates of 187 or less were most likely to benefit from TTS Those with higher initial reading rates did worse Students read 50% more 73% continued to use TTS after the study (Hecker et al, 2002)

Research shows average and above average students who use text readers do better on reading comprehension than when they don’t use text readers.

Using a text reader will not improve a student’s reading skills. TTS can improve phonological and word recognition skills TTS can improve comprehension for struggling students

Reading Fluency & Comprehension Simulation Activity

Questions to Answer: For which students? For what purposes?

Reading Assessments What reading assessments do you currently use? How well do they assess reading comprehension? Do they assess listening comprehension? Can they be adapted to do so? What else is available to assess discrepancies in reading & listening comprehension

Make a Plan Choose 2-3 students who have been identified as having a LD in the area of reading, at-risk or who you suspect may be a struggling reader Make a plan for how you might assess both reading & listening comprehension for the selected students

Time for Lunch!