Use of Reading Pen Assistive Technology to Accommodate Post-Secondary Students with Reading Disabilities

Autor/inn/en	Schmitt, Ara J.; McCallum, Elizabeth; Hennessey, Jenna; Lovelace, Temple; Hawkins, Renee O.
Titel	Use of Reading Pen Assistive Technology to Accommodate Post-Secondary Students with Reading Disabilities
Quelle	In: Assistive Technology, 24 (2012) 4, S.229-239 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-0435
DOI	10.1080/10400435.2012.659956
Schlagwörter	Disabilities; Instructional Effectiveness; Educational Technology; Assistive Technology; Reading Skills; Reading Difficulties; Vocabulary Skills; Academic Accommodations (Disabilities); Postsecondary Education; Reading Comprehension; Program Effectiveness; Undergraduate Students; Control Groups; Experimental Groups; Reading Achievement; Reading Improvement + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Unterrichtserfolg; Unterrichtsmedien; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Aktiver Wortschatz; Post-secondary education; Tertiäre Bildung; Leseverstehen; Leseleistung
Abstract	Reading pens are a form of assistive technology that may be used to bypass weak word decoding and vocabulary skills of students with reading disabilities. Only two known studies have examined the effects of reading pens on the comprehension of school-aged students, and no known studies have been published regarding post-secondary students. The present study investigated the effects of reading pen assistive technology on the comprehension accuracy and rate of three post-secondary students with university-recognized reading disabilities. An alternating treatments design was implemented to compare the effects of (1) a reading pen decoding accommodation, (2) concurrent reading pen decoding and vocabulary accommodations, and (3) a no-accommodation control condition on the comprehension of the three participants when provided college level difficulty reading passages. Results indicate that use of a reading pen did not uniformly improve the comprehension of the post-secondary students. However, the student with the poorest reading skills benefitted the most. Discussion focuses on explanations for the results, practical implications for post-secondary students with reading disabilities, and future directions for study. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10