[Athen] Academic Outcomes and Electronic Text

[Daniel Chalfen]

Raskind and Higgins, working out of the Frostig Center in Pasadena, CA, did 
a number of research studies and may have other papers related to this 
area.  Frostig supports students with learning disabilities.

Danny

Daniel Chalfen
daniel_chalfen at msn.com




At 06:08 PM 11/12/2006 -0500, you wrote:

>Hi;

>

>This citation may be too dated, but worth a try:

>

>Higgins, E. L. & Raskind, M. H. (1997). The compensatory effectiveness of

>optical character recognition/speech synthesis on reading comprehension of

>postsecondary students with learning disabilities. Learning Disabilities: A

>Multidisciplinary Journal, 8, 75-87.

>

>Kathy Cahill

>

>Quoting Ron Stewart <ron.stewart at dolphinusa.com>:

>

> > Sorry for the typo should be "Learning Disabilities Quarterly" Volume 26,

> > Summer 2003

> >

> > EFFECTS OF AUDIO TEXTS ON THE ACQUISITION OF SECONDARY-LEVEL CONTENT BY

> > STUDENTS

> > WITH MILD DISABILITIES

> >

> > Elizabeth A. Boyle, Michaels. Rosenberg, Vincent J. Connelly, Shah Gallin

> > Washburn,

> > Loring C. Brinckerhoff, and Manju Banerjee

> >

> > Abstract. Secondary students with high-incidence cognitive disabilities

> > often struggle to meet the demands of the general education curriculum due

> > to poor reading skills. To address this challenge, we examined the effects

> > of a CD-ROM audio textbook, alone and combined with a complementary 

> strategy

> > (SLiCK), on the academic performance of secondary students in content-rich

> > history classes. Students were assigned to one of three conditions: audio

> > textbook combined with the SLiCK strategy, the audio textbook alone, or a

> > control condition. Students in the groups using the audio text, both alone

> > and with the strategy, performed significantly higher on content-area

> > assessments than students in the control condition; however, there was no

> > significant difference in scores between the group using the SLiCK strategy

> > and the group using the audio text alone. Still, it is noteworthy that use

> > of the audio text had a significant effect on secondary-level content

> > acquisition. Outcomes are discussed, and implications for practice, 

> strategy

> > development, and future research are presented.

> > ELIZABETH A. BOYLE, M.A., is research associate, Department of Special

> > Education, Johns Hopkins University.

> > MICHAEL S. ROSENBERG, PhD., is professor, Department of Special Education,

> > Johns Hopkins University.

> > VINCENT J. CONNELLY, M.S., is research associate, Department of Special

> > Education, Johns Hopkins University.

> > SHAR1 GALLIN WASHBURN, M.S., is manager of educational programming,

> > Recording for the Blind & Dyslexic.

> > LORING C. BRINCKERHOFF, PhD., is education and disability consultant,

> > Recording for the Blind & Dyslexic.

> > MANJU BANERJEE, M.A., M.S., is education and research consultant, Recording

> > for the Blind & Dyslexic.

> >

> > Ron

> >

> > -----Original Message-----

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

> > Behalf Of Ron Stewart

> > Sent: Sunday, November 12, 2006 4:26 PM

> > To: 'Access Technologists in Higher Education Network'

> > Subject: Re: [Athen] Academic Outcomes and Electronic Text

> >

> > 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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> >

> >

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> >

> >

> >

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>

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