Student Assistant for Learning from Text (SALT)

Abstract

Student Assistant for Learning from Text (SALT) is a software system for developing hypermedia versions of textbooks designed to help students with learning disabilities and other low-achieving students to compensate for their reading difficulties. In the present study, 10 students with learning disabilities (3 young women and 7 young men ages 15 to 17) in Grades 9 and 10 read passages from a science textbook using a basic computer version and an enhanced computer version. The basic version included the components found in the printed textbook (text, graphics, outline, and questions) and a notebook. The enhanced version added speech synthesis, an on-line glossary, links between questions and text, highlighting of main ideas, and supplementary explanations that summarized important ideas. Students received significantly higher comprehension scores using the enhanced version. Furthermore, students preferred the enhanced version and thought it helped them learn the material better.

Get full access to this article

View all access options for this article.

References

Armbruster, B. B. , & Anderson, T. H. On selecting “considerate” content area textbooks. Remedial and Special Education, 1988, 9(1), 47–52.

Boone, R. , & Higgins, K. (1993). Hypermedia basal readers: Three years of school-based research. Journal of Special Education Technology, 12, 86–106.

Clark, R. E. (1985). Confounding in educational computing research. Journal of Educational Computing Research, 1, 137–147.

Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York: Academic Press.

Deshler, D. D. , & Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52, 583–590.

Dupois, M. M. (1984). Reading in the content areas: Research for teachers. Newark, DE: International Reading Association.

Englert, C. S. , & Thomas, C. C. (1987). Sensitivity to text structure in reading and writing: A comparison of learning disabled and nonhandicapped students. Learning Disability Quarterly, 10, 93–105.

Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.

Graham, S. , & Johnson, L. A. (1989). Teaching reading to learning disabled students: A review of research-supported procedures. Focus on Exceptional Children, 21, 1–12.

10.

Higgins, K. , & Boone, R. (1990). Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students. Journal of Learning Disabilities, 23, 529–540.

11.

Higgins, K. , & Boone, R. (1991). Hypermedia CAI: A supplement to an elementary school basal reader program. Journal of Special Education Technology, 11, 1–15.

12.

Kaskel, A. , Hummel. P. J. , & Daniel, L. (1985). Biology: An everyday experience. Columbus, OH: Merrill.

13.

Kincaid, J. P. , & Fishburne, R. P. Readability formulas for military training materials. Human Factors Society Bulletin, 1977, 20(7), 10–12.

14.

Majsterek, D. J. , & Wilson, R. (1989). Computer-assisted instruction for students with learning disabilities: Considerations for practitioners. Learning Disabilities Focus, 5, 18–27.

15.

Maryland Learning Disabilities Project. (1984). Learning disabilities: A diagnostic handbook. Baltimore: Maryland State Department of Education.

16.

Pressley, M. , Woloshyn, V. , Lysynchuk, L. , Martin, V. , Wood, E. , & Wilboughby, T. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review, 2, 1–57.

17.

Salomon, G. (1988). AI in reverse: Computer tools that turn cognitive. Journal of Educational Computing Research, 4, 123–139.

18.

Salomon, G. , Globerson, T. , & Guterman, E. (1989). The computer as zone of proximal development: Internalizing reading-related metacognitions from a Reading Partner. Journal of Educational Psychology, 81, 620–627.

19.

Scardamalia, M. , & Bereiter, C. (1986). Research on written composition. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 778–803). New York: Macmillan.

20.

Shneiderman, B. (1986). Designing the user interface: Strategies for effective human-computer interaction. Reading, MA: Addison-Wesley.

21.

Simpson, A. (1990). Lost in hyperspace: How can designers help? Intelligent Tutoring Media, 1, 31–40.

22.

Warren, B. , & Roseberry, A. S. Theory and practice: Uses of the computer in reading. Remedial and Special Education, 1988, 9(2), 29–38.

23.

Wechsler, D. (1974). Wechsler intelligence scale for children-Revised. San Antonio, TX: Psychological Corp.

24.

Wong, B. Y. L. , & Wilson, M. (1984). Investigating awareness of passage organization in learning disabled children. Journal of Learning Disabilities, 17, 477–482.

25.

Woodcock, R. W. (1987). Woodcock reading mastery test-Revised. Circle Pines, MN: American Guidance Service.