ARTICLE
POPULATION
SETTING
METHOD
Sorrell, C.A., Bell, S.M., & McCallum, R.S., (2007). Reading
rate and comprehension as a function of computerized versus
traditional presentation mode: A preliminary study. Journal of
Special Education Technology, 22, 1, 1-12.
5 males and 7 females from grades 2-5 who were identified by their
teachers as being below grade level in reading. Four were receiving
special education for learning disabilities.
Rural elementary school in east Tennessee where 51% of the
population is below poverty level.
Participants were randomly assigned to either computerized reading
with text-to-speech (experimental group) or traditional independent
reading (control group) after being matched as closely as possible
on reading level and grade level. Kurzweil 3000 version 5 was used
for the computerized reading. No other features beyond the visual
display on the monitor and the text-to-speech were used. Students
were reading material at their instructional level.
For 4 weeks they received 45 minutes of reading intervention for 4
to 5 days each week. All were in a computer lab with room for
some desks without computers where the traditional reading took
place. The reading material was the same for each peer in the pair,
using Accelerated Reading (AR). Both received assistance when
requested by raising their hand. After reading everyone, including
those in the control group, took the comprehension test from AR on
the computer for the book they had just read.
RESULTS
After the 4th week, the group assignments were reversed and each
participant received four weeks of intervention in the opposite
condition, so that all students received four weeks of the
experimental treatment (text scanned into the computer, displayed
on the monitor and read aloud using text-to-speech) and control
treatment which was a traditional independent reading time.
Overall, the use of computer assisted reading with text-to-speech
through Kurzweil 3000 did not significantly increase reading
comprehension or reading fluency in elementary school aged
readers when compared to a traditional, independent reading
approach. There was no significant difference between the groups.
The results showed similar reading rates and reading
comprehension scores for both treatments.
However, some trends were noted. For the six students who were
the lowest performing going into the study, there was some
improvement in reading rate, an average of 4 words per minute
(wpm), when using the computer. For the faster readers going into
the study, the reverse was true. Their reading rate actually
decreased by an average of 1 wpm when using the computer. It
JHCTE- Research A 2.7
SUMMARY
ADDITIONAL
RESOURCES
IMPLICATIONS
FOR THE
CLASSROOM
increased by 6 wpm when in the control situation of traditional
independent reading. There was no difference in performance in
comprehension. It was the same in both conditions.
This was a small group with a wide range of reading abilities. The
large differences made it difficult to show significance. In addition,
the AR comprehension tests taken on the computer may not have
been the best way to measure comprehension.
In addition other studies have had very mixed results and have not
shown conclusively that computer supported reading is an effective
intervention for struggling readers. The trend toward being more
effective for the slowest readers is supported by earlier research by
Elkind (1998a) which studied post secondary students and showed
that slower readers, in contrast to faster readers, benefited from
Kurzweil 3000. Based on research, Elkind predicted that readers
who read slower than the approximate speed of conversational
speech (176 words per minute) would benefit from Kurzweil 3000
and those who read faster would not.
The full text of this journal article is available from
http://jset.unlv.edu
Consider computer assisted reading with text-to-speech as a
compensatory tool when the student must get meaning from text
that is significantly above his or her instructional level, but not
when the material is near the instructional level.
Pay attention to student’s reading rate. A slower reader may benefit
from computer assisted reading with text-to-speech. Take data to
determine if using the computer increases or decreases words read
per minute.
Readers who have trouble integrating visual and auditory
information may not be helped by computer assisted reading with
text-to-speech.
JHCTE- Research A 2.7