Research | Don Johnston Assistive Technology

Read:OutLoud Research

Reading White Paper

The Scientific-Based Research Underlying Read:OutLoud and SOLO

Find detailed information on how SOLO and Read:OutLoud support research-based reading comprehension strategies and how these strategies are used across the curriculum to become reading habits.

Building Blocks for UDL by the team at Birchland Elementary School, Port Coquitlam, BC

Case Study: SOLO NCTI Quasi-Experimental Research Study Shows Increased Writing Gains when Technology is Paired with Instruction

Proven Writing Strategies Paired with Innovative Technologies Increased Student Outcomes (on Average) 24% for Low, Middle and High Performers - SOLO®. Implementation Model Karen Erickson, Ph. D., Associate Professor University of North Carolina at Chapel Hill. September 2006 (PDF 808 KB)

Supported e-text: Assistive technology through text transformations

Anderson-Inman L., Horney M. (2007). Reading Research Quarterly, 42(1), 153-160.

Abstract

To gain meaningful access to the curriculum, students with reading difficulties must overcome substantial barriers imposed by the printed materials they are asked to read. Technology can assist students to overcome these challenges by enabling a shift from printed text to electronic text. By electronic text it means textual material read using a computer or some other electronic device such as Palm, iPod, or even a LeapPad. Yet, in spite of its inherent possibilities, electronic text by itself is rather limited in its usefulness to readers and learners. In order to really take advantage of its potential as an assistive technology, an electronic reading environment that intelligently transforms text into something that supports comprehension and extends meaningful learning is required. In this article, the authors feature supported electronic text or supported eText, and discuss how the concept of supported eText was developed and its impact on students' reading comprehension and content area learning. The authors also outline four research topics related to supported eText as an assistive technology for students with disabilities. These four research topics: (1) Research to determine effective forms and delivery modes for each resource type and subtype;(2) Research to identify and evaluate powerful combinations of eText resources; (3) Research to identify appropriate levels of student control and access to individual eText supports or combination of supports; and (4) Research to investigate interactions between texts, resources, tasks, and students, are presented with a brief overview of the central issues and a list of sample research questions on each topic.

Link to publisher's web site:
http://www.reading.org/publications/journals/rrq/v42/i1/

Technology Applications for Students with Literacy Problems: A Critical Review

Reviews research published in the past 15 years on the use of technology to teach or support literacy among students with mild disabilities. Addresses research on computer-assisted instruction and synthesized speech feedback to improve phonemic awareness and decoding skills; use of electronic texts to enhance comprehension by compensating for reading difficulties; and tools to support writing.
Source: Elementary School Journal, v101 n3 p273-301 Jan 2001
Link to publisher's web site: http://www.journals.uchicago.edu/toc/esj/2001/101/3