Reading Rate and Comprehension as a Function of Computerized Versus Traditional Presentation Mode: A Preliminary Study
By Sorrell, Christy; Bell, Sherry Mee; McCallum, R. Steve; Journal of Special Education Technology, Vol. 22, No. 1, pp. 1-12Publication Date: 2007
Study conducted to compare outcomes in computerized versus traditional reading interventions on reading rate and comprehension of 12 elementary school-aged children. The participants were asked to read under two conditions: (1) independent, silent reading, and (2) computer-assisted reading with Kurzweil 3000. The program converts text to speech, as this taps into students’ visual and auditory senses. Surprisingly, the Kurzweil intervention did not prove to be more effective than traditional reading instruction for students who were identified as weak readers by their teachers in terms of reading rate and comprehension. A trend was noted for children who were identified as slow readers to increase their speed, though the opposite result was found for faster readers. Overall, these results indicate that for these participants, computer-assisted reading did not improve their comprehension. Implications for future research are discussed.
Assistive Products Discussed: KURZWEIL 3000 FOR MACINTOSH
KURZWEIL 3000 FOR WINDOWS
Published by: Exceptional Innovations (Website:http://www.exinn.net)
Technology and Media Division (TAM) of the Council for Exceptional Children (CEC) (Web Site: http://www.tamcec.org )
