[Athen] Academic Outcomes and Electronic Text

[Berkowitz, Daniel J]

There are actually two studies - the 2002 study in cooperation with Landmark was a follow up to one from 1998:
 
Elkind, J. (1998). Computer reading machines for poor readers. Perspectives: The international dyslexia association, 24 (2), 8-14.
 
In fact the entire Spring '98 issue has some good information in it. It is interesting to note how at the time the playback technology took center stage over the media. Here we have a study centered on 'reading machines' instead of E-Text or digital talking books. 
 
Both studies have used Kurzweil - I believe the first was done independently of the company but at the time they were the best available and the research was naturally used for marketing purposes. 
 
In fact, as I look through the 1998 copy of Perspectives it's rather like looking at a mini-time capsule. It's only been 8+ years but my goodness how the technology in the ads and articles has changed.
 
 
========================= 
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 Nick Ogrizovich
Sent: Sun 11/12/2006 12:03 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, Kurzweil(tm) 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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