Access and Benefits: Assistive Technology in Adult Literacy

Autor/in	Silver-Pacuilla, Heidi
Titel	Access and Benefits: Assistive Technology in Adult Literacy
Quelle	In: Journal of Adolescent & Adult Literacy, 50 (2006) 2, S.114-125 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.50.2.4
Schlagwörter	Educational Technology; Assistive Technology; Adult Students; Adult Literacy; Adult Basic Education; Learning Disabilities; Literacy Education + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult education; Erwachsenenbildung; Learning handicap; Lernbehinderung
Abstract	Through access to assistive technology, adult students with learning disabilities can improve their literacy skills and goal attainment as a supplement to regular adult basic education classes. This article describes a project that investigated whether increased engagement with text-to-speech and speech-recognition software could improve participants' foundational literacy skills. Data were gathered through careful observations as well as reflective dialogue with the learners. Three layers are explored: (1) The underlying framework of dialogic research; (2) Thematic analysis of students' interactions with the equipment; and (3) Thematic analysis of the role of the coach. Through a series of snapshots of students' approaches to literacy learning with assistive technology and a cross-case analysis, possibilities and complexities are revealed in the intersection of literacy and technology. (Contains 1 figure.) (Author).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10