The advent of computer-assisted reading programs that utilize computer-synthesized speech provides an opportunity for readers with disabilities to obtain reading practice in an informative and nonthreatening situation. This article provides a review of studies that have used computer-assisted reading programs, with and without synthesized speech. It also describes a pilot study with readers having severe disabilities, using computer-synthesized speech in a reading program, in an attempt to improve their word recognition abilities. Possible reasons for the lack of significant findings in this study, and recommendations for future research, are discussed.
Get full access to this article
View all access options for this article.
References
1.
Baumgart, D., & Van Walleghem, J. (1987). Teaching sight words: A comparison between computer-assisted and teacher-taught methods. Education and Training in Mental Retardation, 22, 56–65.
2.
Beck, I.L., & Carpenter, P.A. (1986). Cognitive approaches to understanding reading: Implications for instructional practice. American Psychologist, 41, 1098–1105.
3.
Chrosniak, P.N., & McConkie, G.W. (1985, April). Computer aided reading with reading discouraged children. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
4.
Cohen, S.H., & Cohen, M.J. (1984). Slosson Oral Reading Test. In D.J. Keyser & R.C. Sweetland (Eds.), Test critiques: Vol. IV (pp. 623–626). Kansas City, MO: Test Corporation of America.
5.
Educational Insights. (1980). Reading for comprehension series. Compton, CA: Author.
6.
Farmer, M.E., & Bryson, S.E. (in preparation). Reproduction of simultaneously or sequentially presented letter sets by dyslexic and normal readers.
7.
Frederiksen, J.R. (1982). A componential theory of reading skills and their interactions. In R.J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 125–180). Hillsdale, NJ: Erlbaum.
8.
Frederiksen, J.R., Warren, B.M., & Rosebery, A.S. (1985a). A componential approach to training reading skills: Part 1. Perceptual units training. Cognition and Instruction, 2, 91–130.
9.
Frederiksen, J.R., Warren, B.M., & Rosebery, A.S. (1985b). A componential approach to training reading skills: Part 2. Decoding and use of context. Cognition and Instruction, 2, 271–338.
10.
Goldman, S.R., & Pellegrino, J.W. (1987) Information processing and educational microcomputer technology: Where do we go from here?Journal of Learning Disabilities, 20, 144–154.
11.
Idol, L. (1988). Johnny can't read: Does the fault lie with the book, the teacher, or Johnny?Remedial and Special Education, 9(1), 8–25, 35.
12.
Jenkins, J.R., & Larson, K. (1979). Evaluating error-correction procedures for oral reading. The Journal of Special Education, 13, 145–156.
13.
Jones, K.M., Torgesen, J.K., & Sexton, M.A. (1987). Using computer guided practice to increase decoding fluency in learning disabled children: A study using the Hint and Hunt I program. Journal of Learning Disabilities, 20, 122–128.
14.
Jorm, A.F. (1983). Specific reading retardation and working memory: A review. British Journal of Psychology, 74, 311–342.
15.
Liberman, I.Y., & Shankweiler, D. (1985). Phonology and the problems of learning to read and write. Remedial and Special Education, 6(6), 8–17.
16.
Lock, S., & Leong, C.K. (1989). Program library for DECtalk text-to-speech system. Behavior Research Methods, Instruments, and Computers, 21, 394–400.
17.
McConkie, G.W., & Zola, D. (1985, April). Computer aided reading: An environment for developmental research. Paper presented at the meeting of the Society for Research in Child Development, Toronto.
18.
McConkie, G.W., Zola, D., & Winograd, P. (no date). Computer aided reading with illiterate adults. University of Illinois at Urbana--Champaign.
19.
McCoy, K.M., & Pany, D. (1986). Summary and analysis of oral reading corrective feedback research. The Reading Teacher, 39, 548–554.
20.
McKeown, M.G., & Beck, I.L. (1988). Learning vocabulary: Different ways for different goals. Remedial and Special Education, 9(1), 42–52.
21.
McKeown, M.G., Beck, I.L., Omanson, R.C., & Perfetti, C.A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3–18.
22.
Mineo, B.A., & Cavalier, A.R. (1990). Speech output technology in education and rehabilitation: Implications from behavioral research. Speech-Tech, 2, 68–75.
23.
Olson, R., Foltz, G., & Wise, B. (1986). Reading instruction and remediation with the aid of computer speech. Behavior Research Methods, Instruments, and Computers, 18, 93–99.
24.
Olson, R., Wise, B., Conners, F., & Rack, J. (in press). Organization, heritability, and remediation of component word recognition and language skills in disabled readers. In T.H. Carr & B.A. Levy (Eds.), Reading and its development: Component skills approaches.
25.
Pany, D., & McCoy, K.M. (1988). Effects of corrective feedback on word accuracy and reading comprehension of readers with learning disabilities. Journal of Learning Disabilities, 21, 546–550.
26.
Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23, 219–235.
27.
Roth, S.F., & Beck, I.L. (1987). Theoretical and instructional implications of the assessment of two microcomputer word recognition programs. Reading Research Quarterly, 22, 197–218.
28.
Slosson, R.L. (1963). Slosson oral reading test (SORT). East Aurora, NY: Slosson Educational Publications.
29.
Stanovich, K.E. (1982a). Individual differences in the cognitive processes of reading: I. Word decoding. Journal of Learning Disabilities, 15, 485–493.
30.
Stanovich, K.E. (1982b). Individual differences in the cognitive processes of reading: II. Text-level processes. Journal of Learning Disabilities, 15, 549–554.
31.
Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–406.
32.
Torgesen, J.K. (1986). Computers and cognition in reading: A focus on decoding fluency. Exceptional Children, 53, 157–162.
33.
Torgesen, J.K., Waters, M.D., Cohen, A.L., & Torgesen, J.L. (1988). Improving sight-word recognition skills in LD children: An evaluation of three computer program variations. Learning Disability Quarterly, 11, 125–132.
34.
Warren, B., & Rosebery, A.S. (1988). Theory and practice: Uses of the computer in reading. Remedial and Special Education, 9(2), 29–38.
35.
Wise, B., Olson, R., Anstett, M., Andrews, L., Terjak, M., Schneider, V., Kostuch, J., & Kriho, L. (1989). Implementing a long-term computerized remedial reading program with synthetic speech feedback: Hardware, software, and real-world issues. Behavior Research Methods, Instruments, and Computers, 21, 173–180.
