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dc.contributor.author Park, Hye Jin en
dc.contributor.author Roberts, Kelly D. en
dc.contributor.author Takahashi, Kiriko en
dc.contributor.author Stodden, Robert en
dc.contributor.editor Barnard, Ian en
dc.contributor.editor Gifford, Mary en
dc.contributor.editor Goggin, Sean en
dc.contributor.editor Kakita, Ruby en
dc.contributor.editor Miesenberger, Klaus en
dc.contributor.editor Santiago, Julia en
dc.date.accessioned 2014-06-26T22:04:46Z en
dc.date.available 2014-06-26T22:04:46Z en
dc.date.issued 2014-06 en
dc.identifier.citation Journal on Technology and Persons with Disabilities 1: 105-113 en
dc.identifier.issn 2330-4219 en
dc.identifier.uri http://hdl.handle.net/10211.3/121970 en
dc.description 28th Annual International Technology and Persons with Disabilities Conference Scientific/Research Proceedings, San Diego, 2013 en
dc.description.abstract Despite increased use of assistive technology by struggling readers, scientific research on the effect of using assistive technology is limited. An experimental study was conducted to examine the effects of using text-to-speech software (i.e., Kurzweil 3000) upon the reading performance of ninth grade struggling readers when not using the software (i.e., unaided). After using the software for one semester, the intervention group students had significantly greater increases in vocabulary and comprehension when compared to the control group students. These findings contribute to increasing the scientific evidence-based research on the use of text-to-speech software as a reading intervention for secondary struggling readers. en
dc.format application/pdf en
dc.language.iso en_US en
dc.publisher California State University, Northridge en
dc.rights Copyright 2013 by the authors and California State University, Northridge en
dc.subject Assistive technology for reading en
dc.subject Text-to-speech software en
dc.subject high school struggling readers en
dc.title Using Kurzweil 3000 as a Reading Intervention for High School Struggling Readers: Results of a Research Study en
dc.type Article en
dc.rights.license Creative Commons Attribution-NoDerivs 3.0 Unported License. en


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