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"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™ Educational Systems
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