Reading Aides

This category of articles includes studies and reviews pertaining to the use of reading aids, such as text-to-speech software and e-books, both in and outside of the classroom.

Learning to read words: The effects of internet-based software on the improvement of reading performance

Jun 28, 2013, 13:11 PM
Englert, C. S., Zhao, Y., Collings, N., & Romig, N. (2005). Learning to read words: The effects of internet-based software on the improvement of reading performance. Remedial and Special Education, 26(6), 357-371.

Characteristics

  • This study sought to examine the effects of using Technology-Enhanced Learning Environments on the Web (TELE-Web) software to improve the word recognition skills of 1st grade students.
  • More specifically, this paper summarized two studies that used TELE-Web with 1st grade students; the first study used TELE-Web with 5, 1st grade students with reading difficulties that were at-risk of being retained while the second study looked at how TELE-Web impacted the sight word recognition and reading achievement of an entire 1st grade class.
  • A total of 17, 1st grade students participated in the studies.
  • The TELE-Web software is easily adaptable so that teachers can input desired words into the program and select the activities they would like for their students to engage in.
  • The program features digital speech dictation and feedback, word models or prompts to facilitate word recognition and spelling, and context-dependent word identification activities.

Setting

  • The studies took place in an urban elementary school located in the Midwestern U.S.

Method

  • In Study 1, which was a case study of 5, 1st grade students at-risk for grade retention, participants used a cloze activity within the TELE-Web program to accompany their typical reading instruction.
  • Prior to beginning the intervention, students completed a pretest of high-frequency words, and 20 words that were missed by two or more of the students were selected to be practiced within the cloze activities.
  • Each of the cloze passages contained five of the target words within five sentences; however, there was a blank space where each target word should go; students had to select which target word belonged in each blank space.
  • Students had the option of having the program read each sentence out loud to them as they completed the activity.
  • Participants completed 2 days of cloze activities each week for 5 weeks.
  • Students’ site word recognition was assessed weekly throughout the intervention, and students completed the STAR Reading test as a pre- and posttest measure.
  • During Study 2, 12, 1st grade students participated in a second TELE-Web intervention.
  • Sight words used in the study were selected from Dolch’s high frequency word list.
  • Students in this intervention completed cloze activities and word assembly exercises, which required that they unscramble target words.
  • Students alternated between doing TELE-Web cloze exercises, paper-and-pencil cloze exercises, and TELE-Web word assembly exercises.
  • Participant performance on all three tasks was monitored and their performance on reading 8 target words each week was recorded.
  • In addition, Study 2 participants took the STAR Reading test before and after the intervention.

Results

Study 1
  • Four of the five students made gains on their performance on the STAR Reading test.
  • In addition, by the end of the intervention, students’ average sight word recognition increased from 42% of the words to 80% of the words.
Study 2
  • Students achieved better sight word recognition during TELE-Web activity conditions than the paper-and-pencil cloze activity.
  • The authors hypothesize that this may be due to the fact that students were required to read the target words aloud 2 times during each TELE-Web session and used the text-to-speech function at least once during each TELE-Web session.
  • Students were also more independent during TELE-Web activities and required less teacher assistance and guidance.
  • Participants also made statistically significant gains on the STAR Reading Test over the course of the intervention when compared to their growth on the assessment during the previous school year.
  • Overall, the results of both studies suggest that TELE-Web software can be used to improve the reading skills of young students at-risk for reading failure.
  • The authors note that future studies should seek to investigate which of the program’s features (e.g., word rehearsal, target word practice, the text-to-speech function) lead to an increase in students’ reading performance.
Categories:
  • Reading
Tags:

Computer Assisted Instruction

Learning to read words: The effects of internet-based software on the improvement of reading performance

Jun 28, 2013, 13:11 PM
Englert, C. S., Zhao, Y., Collings, N., & Romig, N. (2005). Learning to read words: The effects of internet-based software on the improvement of reading performance. Remedial and Special Education, 26(6), 357-371.

Characteristics

  • This study sought to examine the effects of using Technology-Enhanced Learning Environments on the Web (TELE-Web) software to improve the word recognition skills of 1st grade students.
  • More specifically, this paper summarized two studies that used TELE-Web with 1st grade students; the first study used TELE-Web with 5, 1st grade students with reading difficulties that were at-risk of being retained while the second study looked at how TELE-Web impacted the sight word recognition and reading achievement of an entire 1st grade class.
  • A total of 17, 1st grade students participated in the studies.
  • The TELE-Web software is easily adaptable so that teachers can input desired words into the program and select the activities they would like for their students to engage in.
  • The program features digital speech dictation and feedback, word models or prompts to facilitate word recognition and spelling, and context-dependent word identification activities.

Setting

  • The studies took place in an urban elementary school located in the Midwestern U.S.

Method

  • In Study 1, which was a case study of 5, 1st grade students at-risk for grade retention, participants used a cloze activity within the TELE-Web program to accompany their typical reading instruction.
  • Prior to beginning the intervention, students completed a pretest of high-frequency words, and 20 words that were missed by two or more of the students were selected to be practiced within the cloze activities.
  • Each of the cloze passages contained five of the target words within five sentences; however, there was a blank space where each target word should go; students had to select which target word belonged in each blank space.
  • Students had the option of having the program read each sentence out loud to them as they completed the activity.
  • Participants completed 2 days of cloze activities each week for 5 weeks.
  • Students’ site word recognition was assessed weekly throughout the intervention, and students completed the STAR Reading test as a pre- and posttest measure.
  • During Study 2, 12, 1st grade students participated in a second TELE-Web intervention.
  • Sight words used in the study were selected from Dolch’s high frequency word list.
  • Students in this intervention completed cloze activities and word assembly exercises, which required that they unscramble target words.
  • Students alternated between doing TELE-Web cloze exercises, paper-and-pencil cloze exercises, and TELE-Web word assembly exercises.
  • Participant performance on all three tasks was monitored and their performance on reading 8 target words each week was recorded.
  • In addition, Study 2 participants took the STAR Reading test before and after the intervention.

Results

Study 1
  • Four of the five students made gains on their performance on the STAR Reading test.
  • In addition, by the end of the intervention, students’ average sight word recognition increased from 42% of the words to 80% of the words.
Study 2
  • Students achieved better sight word recognition during TELE-Web activity conditions than the paper-and-pencil cloze activity.
  • The authors hypothesize that this may be due to the fact that students were required to read the target words aloud 2 times during each TELE-Web session and used the text-to-speech function at least once during each TELE-Web session.
  • Students were also more independent during TELE-Web activities and required less teacher assistance and guidance.
  • Participants also made statistically significant gains on the STAR Reading Test over the course of the intervention when compared to their growth on the assessment during the previous school year.
  • Overall, the results of both studies suggest that TELE-Web software can be used to improve the reading skills of young students at-risk for reading failure.
  • The authors note that future studies should seek to investigate which of the program’s features (e.g., word rehearsal, target word practice, the text-to-speech function) lead to an increase in students’ reading performance.
Categories:
  • Reading
Tags: