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.

Computer-based teaching of word construction and reading in two students with developmental disabilities

Jun 28, 2013, 12:28 PM
Sugasawara, H., & Yamamoto, J. (2007). Computer-based teaching of word construction and reading in two students with developmental disabilities. Behavioral Interventions, 22, 263-277.

Characteristics

  • Grade/Age level:12 and 4 years old
  • Specific Difficulty Addressed: Reading in students with developmental disabilities  
  • Type of AT Used: Computer-based home teaching (MTS CD-ROM)

Setting

  • This study was conducted with students in their home.

Method

  • Participants were Sara (age 12) with severe intellectual disability and Ken (age 4) with pervasive developmental disorder.
  • Parents were taught how to use the match-to-sample (MTS) program developed for this study and received a copy on a CD-ROM.
  • Sara trained for 7 months and Ken for 4 months, with each session lasting 10 minutes after school.
  • Stimuli were 2 and 3 character words which the student could not read.
  • Pre-Assessment: students were presented with each of the 46 Hiragana characters and asked to read them.
  • Training: students learned how to make word-construction responses to sample pictures on the computer.
  • A picture appeared in the top portion of the screen and the comparison stimuli were presented at the bottom. The differential outcome (DO) was when the participant clicked on the symbol to select it for the construction frame; at this point, the syllable would be spoken by the computer. When the word was complete, a second DO was presented as the spoken word, along with a circle and fanfare.
  • Post-Assessment: 1 month after the home-based training began and every month after, an assessment was conducted using the same procedures as the pre-assessment.

Results

  • Sara could not read 32 Hiragana characters at pre-assessment and each month she acquired new characters, until the 7th month when she learned all 46 characters.
  • Ken read 0 characters at pre-assessment, but increased across 4 months of training. By the end of 4 months, he could read each character.
  • Sara had only learned 14 characters across 7 years of direct instruction, but learned 32 characters in 7 months with in-home computer-based teaching using MTS with DO procedures.
  • Similarly Ken learned all 46 characters in four months using the program.
Categories:
  • Reading
Tags:

Computer Assisted Instruction

Computer-based teaching of word construction and reading in two students with developmental disabilities

Jun 28, 2013, 12:28 PM
Sugasawara, H., & Yamamoto, J. (2007). Computer-based teaching of word construction and reading in two students with developmental disabilities. Behavioral Interventions, 22, 263-277.

Characteristics

  • Grade/Age level:12 and 4 years old
  • Specific Difficulty Addressed: Reading in students with developmental disabilities  
  • Type of AT Used: Computer-based home teaching (MTS CD-ROM)

Setting

  • This study was conducted with students in their home.

Method

  • Participants were Sara (age 12) with severe intellectual disability and Ken (age 4) with pervasive developmental disorder.
  • Parents were taught how to use the match-to-sample (MTS) program developed for this study and received a copy on a CD-ROM.
  • Sara trained for 7 months and Ken for 4 months, with each session lasting 10 minutes after school.
  • Stimuli were 2 and 3 character words which the student could not read.
  • Pre-Assessment: students were presented with each of the 46 Hiragana characters and asked to read them.
  • Training: students learned how to make word-construction responses to sample pictures on the computer.
  • A picture appeared in the top portion of the screen and the comparison stimuli were presented at the bottom. The differential outcome (DO) was when the participant clicked on the symbol to select it for the construction frame; at this point, the syllable would be spoken by the computer. When the word was complete, a second DO was presented as the spoken word, along with a circle and fanfare.
  • Post-Assessment: 1 month after the home-based training began and every month after, an assessment was conducted using the same procedures as the pre-assessment.

Results

  • Sara could not read 32 Hiragana characters at pre-assessment and each month she acquired new characters, until the 7th month when she learned all 46 characters.
  • Ken read 0 characters at pre-assessment, but increased across 4 months of training. By the end of 4 months, he could read each character.
  • Sara had only learned 14 characters across 7 years of direct instruction, but learned 32 characters in 7 months with in-home computer-based teaching using MTS with DO procedures.
  • Similarly Ken learned all 46 characters in four months using the program.
Categories:
  • Reading
Tags: