[Athen] Academic Outcomes and Electronic Text

[Ron Stewart]

There is also some research out there that was done by RFB&D, in 2002/2003
and published in Leaning Disabilities Quarterly.

Ron Stewart 

-----Original Message-----
From: athen-bounces at athenpro.org [mailto:athen-bounces at athenpro.org] On
Behalf Of Nick Ogrizovich
Sent: Sunday, November 12, 2006 12:04 PM
To: Access Technologists in Higher Education Network
Subject: Re: [Athen] Academic Outcomes and Electronic Text

Hi All,

I remembered a study done by Kurzweil and Landmark College on themes similar
to this. It focused more on ADD specific students though.

http://www.landmarkcollege.org/institute/grants_research/kurzweil.html

Just keep in mind that this study was funded by Kurzweil, I think. I
wouldn't go so far as to say that the study is evocative of the Tobacco's
industries studies claiming that Ciggerettes aren't dangerous or that
nicotene isn't addictive. It's just that research withstands scrutiny better
when a company that stands to benefit fromthe results isn't also a major
player in the research.
(although I would probably agree with the results they obtained)

Anyone interested in this study should contact Kurzweil, Landmark, or the
Annals of Dyslexia(??) I remember reading through a little booklet they
published after the fact. They might also know of other studies in the past,
or know of upcoming studies. Worth a look!

Nick Ogrizovich
Adaptive Technology Manager
University of Vermont
______

"The Effect of Reading Machine Technology on the Reading of Students with
Attention Disorders"
(Hecker, L., Burns L., Elkind J., Elkind K., Katz L. (2002). Benefits of
Assistive Reading Software for Students with Attention Disorders. Annals of
Dyslexia, 52, 243-272.)

This study investigated how assistive reading software affected the reading
performance of a group of 20 post-secondary students who had a primary
diagnosis of attention disorder. The software provides a synchronized visual
and auditory presentation of text, and incorporates study skills tools for
student highlighting and note-taking.

These students used assistive reading software for the majority of a
semester. It was utilized to read assignments for an English class, and in
testing sessions in which comparisons were made between normal, unassisted
reading and software-assisted reading. Attention measures, reading rate,
comprehension scores, and attitude questionnaire responses were obtained
during these sessions.

Principal findings demonstrated that the assistive software allowed students
to attend better to their reading, to reduce their distractibility, to read
with less stress and fatigue, and to read for longer periods of time. It
helped them to read faster and to complete reading assignments in less time.
It did not have a significant effect on comprehension, but did help some
students whose comprehension was very poor.

Study results indicate that assistive reading software should be considered
as a significant intervention to aid students who have attention disorders,
and as an accommodation to help them compensate for their disabilities.

Research Team:
Linda Hecker, Director of Educational Services Liza Burns, funded through a
Title III research award Sirkka Kauffman, Director of Evaluation at the time
of the research Dr. Jerome Elkind, The Lexia Institute, CA Ken Elkind,
KurzweilT Educational Systems




--- "Berkowitz, Daniel J" <djbrky at bu.edu> wrote:


> Darren,

>  

> The silence you heard in response to your request was partially due to 

> the lack of a subject line, partially due to a number of your ATHEN 

> colleagues being at the Accessing Higher Ground conference, but mostly due

to the fact that what you are seeking simply does not exist!

>  

> I am presently working towards a terminal degree in education (Ed.D.) 

> and have found this very subject area to be almost completely untapped 

> in terms of outcomes and efficacy studies. I have searched high and 

> low and come up if not empty handed at least with a much lighter catch

than I would have liked time and time again.

>  

> I am not surprised the NIH reviewers are questioning your 

> suppositions. It is there job to ask "how do you know such and such 

> will do this and that?" You should be able to provide research that 

> indicates the results others have obtained from similar studies 

> leading to yours. The problem, of course, is that such studies simply 

> don't exist. On the bright side, it makes writing the Lit Review much 

> less time consuming <ha, ha>

>  

> It is actually quite the Catch-22. Here we have a subject that most 

> definitely needs studying and yet the very lack of studies jeopardizes 

> our ability to study it. NIMAS coming on December 4th - but do we really

know if this stuff will work?

>  

> >From a dissertation point of view - this is a good thing as I have an 

> >untapped area of

> interest. But also from a dissertation point of view I am not asking a 

> Federal agency to provide funding. The chances that I will get a 

> go-head from my committee are far more likely than the chances you 

> will get a go-ahead from Uncle Sam (but do not give up!!) Same area of

interest yet different perspectives.

>  

> Best of luck and let us know how it goes --- Dann

>  

>  

> =========================

> Daniel Berkowitz - Assistant Director Boston University Office of 

> Disability Services

> 19 Deerfield Street, 2nd floor

> Boston, MA 02215

>   

> (617) 353-3658 (office)

> (617) 353-9646 (fax)

> djbrky at bu.edu <mailto:djbrky at bu.edu>  (eMail) www.bu.edu/disability

> 

> ________________________________

> 

> From: athen-bounces at athenpro.org on behalf of Gabbert, Darren L.

> Sent: Fri 11/10/2006 2:21 PM

> To: Access Technologists in Higher Education Network

> Subject: [Athen] Academic Outcomes and Electronic Text

> 

> 

> Let's try this with a subject line...

> 

> ________________________________

> 

> From: athen-bounces at athenpro.org [mailto:athen-bounces at athenpro.org] 

> On Behalf Of Gabbert, Darren L.

> Sent: Thursday, November 09, 2006 6:19 PM

> To: Athen at athenpro.org

> Subject: [Athen] (no subject)

> 

> 

> 

> Can anyone point me to some credible (perhaps even compelling) 

> research on academic outcomes for students receiving textbooks 

> converted to electronic formats?  There are some NIH grant reviewers 

> who in all fairness took issue with our supposition that such outcomes

would be positive.  Any direction here would be appreciated.

> 

> Darren Gabbert, Grants & Contracts Administrator Adaptive Computing 

> Technology Center Information & Access Technology Services University 

> of Missouri-Columbia Darren at Missouri.edu

> 

> 

> _______________________________________________

> Athen mailing list

> Athen at athenpro.org

> http://athenpro.org/mailman/listinfo/athen_athenpro.org

> 




 
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