A comparison of the effects of reading interventions on the word identification and oral reading fluency of 5th grade students with learning disabilities

textThe purpose of this study was to examine and compare the effectiveness of teacher-directed instruction (i.e., teacher-directed instruction without using an iPad, TDI) and iPad-assisted instruction (IAI) on the word identification and oral reading fluency of elementary school students with reading learning disabilities (RLD), who have reading goals on their individual education plans (IEPs). Four 5th grade students with RLD participated in the study. An alternating treatments design combined with a multiple baseline design across the participants was applied. Visual analysis indicated that a moderate experimental effect from TDI and IAI on word identification and oral reading fluency was present for all four students when the baseline and intervention phases were compared. Specifically, regarding word identification, the percentage of non-overlapping data (PND) and non-overlap of all pairs (NAP) indicated that TDI and IAI are effective reading instructional procedures according to single-case research design standards. The finding was also supported by a Tau-U analysis that suggests both TDI and IAI demonstrated a large effect on improving word identification. Regarding oral reading fluency, however, the results were mixed; Tau-U indicates there was a large and significant effect from TDI and IAI for three of the four students in terms of increasing their oral reading fluency. Although data analysis indicates that TDI and IAI demonstrate moderate evidence in improving word identification and oral reading fluency, there was no clear differentiation found between the two treatments. A social validity questionnaire that examined student perspectives about intervention showed the students' positive views on their intervention experience and revealed their perspectives that intervention was helpful in building their reading skills. The second social validity questionnaire that asked the students about their reading perspectives indicated that the intervention increased their positive attitudes toward their reading (e.g., reading is a source of excitement and interest, reading is fun).Special Educatio

Effect of Education Tablet Applications on Beginning Reading Skills of Students with Autism

The purpose of this study was to explore the relationship between the effect of tablet computer applications and the reading skills of students with autism. Two subjects diagnosed with autism selected by using a convenient sampling method participated in this study. A single subject ABA design was used for collecting data regarding phonemic identification, letter identification, letter discrimination, ap.d sight word identification. Following the collection of baseline data, interventions in the form of different iPad applications were used in individual tutoring sessions and data were collected on the percent of correct responses given per trial. At the completion of a total of 59 sessions of intervention over a period of 8 weeks, data were collected to determine whether skills were maintained. The results showed remarkable change in phoneme identification, classification and sight word identification based on the comparison of baseline and maintenance averages. Limitations of the study include the small sample size and the length of time allotted for interventions. Future study involving the use of tablet technology with a larger sample size is recommended

Using embedded computer-assisted instruction to teach science to students with Autism Spectrum Disorders

The need for promoting scientific literacy for all students has been the focus of recent education reform resulting in the rise of the Science Technology, Engineering, and Mathematics movement. For students with Autism Spectrum Disorders and intellectual disability, this need for scientific literacy is further complicated by the need for individualized instruction that is often required to teach new skills, especially when those skills are academic in nature. In order to address this need for specialized instruction, as well as scientific literacy, this study investigated the effects of embedded computer-assisted instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom setting. A multiple probe across participants research design was used to examine the effectiveness of the intervention. Results of this study showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Additionally, all three participants maintained the acquired science terms and applications over time and generalized these skills across materials and settings. The findings of this study suggest several implications for practice within inclusive settings and provide suggestions for future research investigating the effectiveness of computer-assisted instruction to teach academic skills to students with Autism Spectrum Disorders and intellectual disability

Exploring the Impact of Assistive Technologies in the Classroom for Students with Disabilities

This analytical review explores the impact of assistive technology (AT) on academic achievement for students with physical, intellectual, and developmental disabilities in pre-K to 12 th -grade classrooms. Extant scholarly literature from 2010 to 2015 is examined in this analytical review. Findings indicate that when students with physical, intellectual, and developmental disabilities use AT such as iPads®, software, speech generators, electronic notebooks, and computer-assisted instruction, there was an increase in academic achievement (e.g. spelling or writing skills) and an increase in student engagement. AT may be effective for one student; however, it may not be effective for another student with the same disability. When making decisions about AT in the classroom, teachers must consider the unique, individual needs of students

Effects of Digital-Based Math Fluency Interventions on Learners with Math Difficulties: A Review of the Literature

Mathematical proficiency serves as a foundation for student success in the classroom and real world. One component of mathematical proficiency is fluency with basic facts. Frequently, students with mathematics difficulties struggle to become proficient and fluent in the four basic operations. Interventions are available to help develop and promote fluency for students. Digital-based interventions, such as programs on computers or tablet applications, are one avenue by which students are able to acquire and maintain fluency. These digital tools are becoming increasingly more common and available in today’s classroom. Eight studies on digital-based fact fluency were identified through a systematic search of the literature and analyzed to determine their effects. Study participants were elementary aged students with mathematics difficulties. Results of this synthesis indicate that digital-based interventions are an effective instructional technique for increasing fact fluency with students demonstrating mathematics difficulties. Implications research and practice are discussed

A Computer-Based Method to Improve the Spelling of Children with Dyslexia

In this paper we present a method which aims to improve the spelling of children with dyslexia through playful and targeted exercises. In contrast to previous approaches, our method does not use correct words or positive examples to follow, but presents the child a misspelled word as an exercise to solve. We created these training exercises on the basis of the linguistic knowledge extracted from the errors found in texts written by children with dyslexia. To test the effectiveness of this method in Spanish, we integrated the exercises in a game for iPad, DysEggxia (Piruletras in Spanish), and carried out a within-subject experiment. During eight weeks, 48 children played either DysEggxia or Word Search, which is another word game. We conducted tests and questionnaires at the beginning of the study, after four weeks when the games were switched, and at the end of the study. The children who played DysEggxia for four weeks in a row had significantly less writing errors in the tests that after playing Word Search for the same time. This provides evidence that error-based exercises presented in a tablet help children with dyslexia improve their spelling skills.Comment: 8 pages, ASSETS'14, October 20-22, 2014, Rochester, NY, US

THE EFFECT OF ASSISTIVE TECHNOLOGY ON READING COMPREHENSION IN AUTISM SPECTRUM DISORDER STUDENTS :

In this study, the effect of technology use on reading comprehension skills of students with moderate ASD was examined. Male students who are attending the first grade and have an intermediate level ASD were determined as participants. All three students are reading by swinging. In the research, one of the single-subject research methods, the multiple-probe design across participants was used. The stories used in the training are written in such a way that they consist of 40-45 words. The story difficulty level is 1. It is determined in accordance with the grade level. The level of initiation in the analysis of the data, the ability to understand reading data in the intervention, generalization and maintenance sessions were collected using the data registration form. The reading comprehension a skill was first examined while preparing the form, based on the correct responses supplied to the reading comprehension questions. The research was conducted out by a special education teacher who graduated from the Department of Special Education. In the application of the multiple-probe design across participants as a research model, firstly, the data were gathered in order to decipher the participants' performance in terms of reading comprehension skills by using the data registration form which was prepared for each student. The data were collected in individual sessions and recorded in the relevant sections.  While the baseline level data was taken by the practitioner, the related stories were presented in the form of a pen and paper study and the data were collected. In the intervention, generalization and continuity data, the ipad-mediated application was used. The participant opens the story and reads it himself. The teacher shows the questions about the story on the ipad. The reading comprehension data of the participant were performed through multiple choice questions. Consequently, it was found that all participants exhibited appropriate behaviors in keeping on task and completing tasks during the reading comprehension studies process. It has been determined that students with ASD have higher performance when using iPad only compared to traditional books when more than one experiment is performed. The content is one of the most significant aspects in reading comprehension. In this study, the stories were developed by selecting from among the content preferences of children with ASD. Although popular contents were used for children during the baseline phase like other phases, it was determined that pencil and paper works were not preferred. Furthermore, it was discovered that when students began at the most basic level of reading comprehension, their motivation increased when they could answer the questions, and this situation increased the on-task processes and positively affected the comprehension success. &nbsp

Technology-based reading intervention programs for elementary grades: An analytical review

In modern societies, the role of reading is becoming increasingly crucial. Hence, any impairment to the reading ability can seriously limit a person's aspirations. The enormous importance of reading as an essential skill in modern life has encouraged many researchers to try and find more effective intervention approaches. Technology has been used extensively to assist and enhance literacy learning. This analytical review aims at presenting a comprehensive overview of the existing research on technology-based or technology-assisted reading interventions for elementary grades, between 2000 and 2017, along with analyzing various aspects of these studies. After extensive research, 42 articles have met the inclusion criteria, which have evaluated a total of 32 reading programs. The studies are classified into six categories of phonological awareness, phonics, vocabulary, comprehension, fluency, and multi-component. Each reading category begins with a brief introduction. Then, the content and instructional mechanisms of each program in the category is explained, alongside the outcome of its interventions. It is found that vocabulary interventions, as well as using mobile, tablet and other non-computer technologies are massively overlooked. Furthermore, a very limited number of programs focused on fluency, none of them addressed all its components. In addition, despite the required long-term practice for fostering fluency, the reviewed studies have an average intervention time shorter than other intervention categories. This paper provides researchers and solution developers with an extensive and informative review of the current state of the art in reading interventions. Additionally, it identifies the current knowledge gaps and defines future research directions to develop effective reading programs

Effects of assistive technology for students with reading and writing disabilities

Background: Assistive technology has been used to mitigate reading disabilities for almost three decades, and tablets with text-to-speech and speech-to-text apps have been introduced in recent years to scaffold reading and writing. Few scientifically rigorous studies, however, have investigated the benefits of this technology. Purpose: The aim was to explore the effects of assistive technology for students with severe reading disabilities. Method: This study included 149 participants. The intervention group received 24 sessions of assistive technology training, and the control group received treatment as usual. Results: Both the intervention and control groups improved as much in 1 year as the normed population did. However, gains did not differ between the groups directly after the intervention or at 1 year of follow-up. Conclusions: The use of assistive technology seems to have transfer effects on reading ability and to be supportive, especially for students with the most severe difficulties. In addition, it increases motivation for overall schoolwork. Our experience also highlights the obstacles involved in measuring the ability to assimilate and communicate text.Implications for rehabilitations Assistive technology (AT) can be useful for children with reading disabilities to assimilating text as well as boosting their reading. Children with reading disability using AT increased reading performance as much as a norm group, i.e. the students enhanced their reading ability despite no training in traditional reading remediation. Children’s and adolescents’ motivation for schoolwork can be boosted when using AT as a complement for those with reading and writing disabilities