Improving Reading Skills
and Facilitating Web
Browsing for Students with Learning Disabilities using Text-to-Speech
Software
–
Results of
Studies in the U.S. and Japan –
Implications
for
Future Joint Research
Center
on Disability Studies, University
of Hawaii-Manoa:
Kiriko Takahashi; Kelly Roberts; Hye-Jin Park
Accessibility Center, Tokyo Research Laboratory, IBM Japan:
Reiko Nagatsuma; Shinji Iizuka; Takuya Ohko; Masakazu Takizawa; Takuji
Wada; Takashi
Saito
Two studies were highlighted on the use of Text to Speech (TTS)
software by
individuals with learning disabilities (LD) and discuss implications
for future
joint study by the U.S. and Japan. The empirical research conducted in
Hawai`i
looked at the use of TTS software as a tool for improving unaided
reading
comprehension and vocabulary of high school students with LD. The study
conducted in Japan analyzed the effectiveness of added features to the
existing
IBM Easy Web Browsing (EWB) software by individuals with LD.
Many poor
readers, who have LD, exhibit slow and effortful word decoding (Lundberg, 1995; Torgesen, 1998). Such glower-levelh decoding problems lead to
poor
comprehension of written materials. This is a definitive area of
concern for
students with LD both in the U.S. and in Japan.
TTS software, a computer
based assistive
technology, has become a familiar tool to access print for students
with visual
impairments in many countries. In fact EWB is one of the many TTS
software
initially developed for people with low vision and senior citizens.
Now, TTS
has become an emergent tool for students with LD, AD/HD, and other
cognitive
disorders. Several studies in the U.S. and in Europe have attested to
the
immediate impact of TTS use on reading comprehension and skills, but
how well the
impact is sustained for students with LD has not been thoroughly
investigated.
In Japan, this type of study on TTS is still limited.
In Hawai`i TTS study, data
(Woodcock-Johnson III scores and independent use of the software) was
collected
at three time points over one academic year in two high schools that
have
different demographic, economic, and academic standings. The data was
analyzed
by general linear model-repeated measures using SPSS, and orthogonal
polynominal transformation was chosen in transforming the
within-subject
factors into linear and quadratic variables to examine a trend of the
observed
measures. Results of this study showed TTS software has significant
influence
on unaided vocabulary building, but not on reading comprehension.
In Japan study, qualitative
study was conducted on
the effectiveness of EWB functions. One-on-one interviews were
conducted with
individuals with LD based on trial use of the EWB software. The results
of the
interviews were analyzed and matched with specific processing deficits.
The
functions found most helpful by individuals with LD were reading out
loud, line
ruler, colored overlay, and improved line spacing for both English and
Japanese
text. Specific to Japanese text, the furigana function and function to
add
spaces between words were identified as most helpful in comprehension
and
readability of the text.
One possible joint research
is to implement EWB
software for students with LD in Hawai`i and compare whether specific
functions
identified as most effective by individuals with LD in Japan will also
be found
most effective by students in Hawai`i. Data collected can also be
analyzed to
see whether use of one specific function improves vocabulary and
reading
comprehension more than other functions.
References
Lundberg, I. (1995). The
computer as a
tool of remediation in the education of students with reading
disabilities-A
theory-based approach. Learning Disabilities Quarterly, 18, 89-99.
National Assessment of
Educational
Progress (2007).@ Nationfs
report card. Retrieved June 22, 2008,
from
http://nces.ed.gov/nationsreportcard/
Torgesen, J.
K. (1998).
Catch them before they fall: Identification
and assessment to prevent reading failure in young children. American Educator, 22, 32-39.
Uno, Akira et al.Structure
of cognitive
impairment for dyslexia. The Japan Journal of
Logopedics and Phoniatrics, 48, (2) 105- 112.