Adaptive Technology Solutions:

Do they really level the playing field for individuals with reading impairments?

Written by Cindy Dellegrazio, Adaptive Technology Resources, Inc.

Is adaptive technology a crutch or does it truly help level the playing field? This is a question we have been asked by teachers and parents alike, and I think it is important to discuss. My opinions are based on the numerous clients we have worked with over the last 12 years and our involvement in the advancement of available adaptive solutions.

Fear of technology

You could say that technology is something that was invented after you were born. I’ll admit it – I have reached that milestone in life called middle age. When I was born, there were no computers, no cell phones, no ipods, no text messaging. We listened to music on our record players and 8 track tapes weren’t even invented! I remember our first color television; my dad won it in a Lions Club raffle.

In the 1980’s I began working with the first Personal Computers and Apples. We still weren’t sure what a person would actually do with these computers, so developing application software was an emerging field.

Students’ comfort with technology

When my kids were born, computers were commonplace. They have grown up on CDs and cell phones and saw the development of MP3 players and ipods. Laptops are common high school graduation gifts (I received luggage from my parents!) as they are a known tool in education and business.

My point is that our children are much more comfortable with technology than we are. Adaptive Technology Resources (ATR) visits many schools across Wisconsin and the challenge many times is not getting the kids to use adaptive technology but getting the teachers to let them have access to it. We find that when schools are successful in using adaptive technology they are also allowing their students to mentor each other on how to use various applications.

Increased performance of students using adaptive technology

Will adaptive technology solve all your problems with students with reading disabilities? Of course not. Will it give them motivation? Perhaps. Why would you use adaptive technology? Because research shows that it works.

In 1997, the National Reading Panel was convened at the request of Congress to assess the status of research-based knowledge about reading in the largest, most comprehensive evidence-based review of research ever on how children learn to read. In their results, which were published in 2000, the panel determined that the most effective reading instruction involves using a combination of methods in the five areas of reading:

1. phonemic awareness – manipulating sounds in language
2. phonics – systematic instruction
3. fluency – practice reading orally and silently
4. vocabulary – repetition and exposure
5. comprehension – improves with question answering, question generation and summarization

Assistive reading software addresses all five of these areas in its ability to provide a multisensory approach to reading, read aloud features (including adjusting the speed and being able to repeat), pronunciation tools, dictionary and thesaurus, highlighting and annotations, and test taking modules.

In “Benefits of Assistive Reading Software for Students with Attention Disorders” (Annals of Dyslexia, Vol. 52, 2002, Copyright 2002 by The International Dyslexia Association) the summary of this research states…

“This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students who had a primary diagnosis of attention disorder. These students used assistive reading software for most of a semester to read assignments for an English class and in testing sessions in which comparisons were made between normal, unassisted reading, and reading assisted by the software. This software provides a synchronized visual and auditory presentation of text, and incorporates study skills tools for highlighting and note taking. Attention measures, reading speed, comprehension scores, and attitude questionnaire responses were obtained during these sessions. The principal findings were that the assistive software allowed the students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue, and to read for longer periods of time. It helped them to read faster and, thereby, to complete reading assignments in less time. It did not have a significant effect on comprehension, but it helped some students whose comprehension was very poor. The study results indicate that assistive reading software should be considered as a significant intervention to assist students who have attention disorders and as an accommodation to help them compensate for their disabilities.”

There are many more scientific studies that have been done showing the effectiveness of assistive reading software. If you would like a list of them, please contact me at CindyD@AdaptiveTR.com and I can send you a list.

Development of independence

One of the most reoccurring comments we receive from colleges and universities when we talk to them about students with reading disabilities is “Why were these students not introduced to this technology at an earlier age?” Adaptive technology solutions are an important transitioning tool as students go into colleges or the workforce.

I remember watching a news clip a few years ago about a student at Harvard who was dyslexic and how his mom read all of his assignments & books to him. This certainly speaks to the dedication of this mom; however I couldn’t help but wonder what that was like for the student. Imagine if he could have done it all on his own – using an assistive reading program. What would that do for his self-esteem?

Technology lets parents help their reading impaired children develop a sense of independence and confidence that they can succeed on their own! What greater gift can you give your child?

Nick’s story

Nick Hanford has been an employee of Adaptive Technology Resources for 4 years. He came to us as a client, struggling with reading. Nick’s parents had him tested for dyslexia while in the third grade. They had good reasons for doing so. Nick’s father, sister, grandfather, three uncles and five cousins were all dyslexic. In addition, he was struggling with schoolwork and was not able to keep up with the rest of his class. After the dyslexic diagnosis he was transferred to another school that had separate classes for learning disabled students. Nick’s attitude there was so poor that it limited what the faculty could do for him.

As a freshman at the University of Wisconsin – Oshkosh, Nick got involved with the University’s Project Success. Part of this program is to provide remedial and support services to struggling readers. Through the Department of Vocational Rehabilitation in Wisconsin, Nick was provided with adaptive technology and ATR trained him on its use. The type of technology he used converts scanned text to spoken words. It not only helped Nick with his reading, but also his writing. It didn’t take long for Nick to learn this software and actually start teaching it to other students at UW Oshkosh.

Nick gained his independence in learning at his own speed on his own schedule. As one educator put it “his computer and software are his friends”. No longer did he have to have a teacher standing over his shoulder reading to him. He didn’t have to ask anyone to repeat what was just read, explain the meaning of a word, or spell words for him. He could do it at his own pace and in his own time.

Nick is currently working on his Masters of Business Administration. His success in life has prompted him to lose over 100 lbs. and as a result he is now a triathlon and marathon competitor. Nick’s self-esteem has bloomed due to his own hard work and ability to achieve on his own. Isn’t that what we want for all our students?

Types of adaptive technology solutions

Hopefully by now, I have peaked your interest in adaptive technology solutions, and you may be wondering which one is best for your student. ATR can help assess which is the best choice for you; however here is a brief explanation of some programs that are available. This is not a complete list of all options available, however it is intended to give you an idea of some of the functions and differences of accessible solutions.

Text-to-Speech Software converts the printed text into speech. Most software packages that do this will also have other features such as highlighting each word as it is spoken, access to a dictionary and thesaurus, and some writing support.

Kurzweil 3000 is a comprehensive reading, writing and learning software solution for any struggling reader, including individuals with learning difficulties, such as dyslexia, attention deficit disorder or those who are English Language Learners. It operates independently from other software packages, and has a very sophisticated study skills tool package. It also allows you to actually input answers right on the screen, making test taking much easier for individuals with disabilities.

Read & Write Gold is an award-winning literacy support software that gives an added boost to people who need support with reading, writing and learning by making support tools available right at their fingertips. This software runs right over other programs such as Microsoft Word, PowerPoint, Excel, databases, etc. It has a great organizational writing tool built into the software and a talking calculator.

Both programs provide great support for struggling students. If you would like demonstrations of either of these programs, please contact Shantell@AdaptiveTR.com.

Speech-to-Text Software enables users to dictate words into their computers. The most successful software package for this purpose is Dragon NaturallySpeaking. Dragon comes in a variety of versions – Medical, Legal, Standard, Preferred or Professional Editions. Although Dragon Standard is the least expensive option, we have found that it is not as effective for our students as the Preferred or Professional Editions. (Dragon Standard is about $100 less expensive than the Preferred Edition.) If you have used Dragon in the past, but haven’t seen it recently, the advances that have been made in speech recognition are amazing. Dragon NaturallySpeaking is currently at version 9. For help in determining which edition is best for you, please contact ATR.

What’s in store for adaptive technology in the future? One thing you will be seeing is more portable solutions. Already, Read & Write Gold is available on a thumb drive, allowing you to run the software on any available computer. Kurzweil 3000 has a great “License to go” feature that allows schools to “loan” their software to students and teachers.

One of the newest developments is the Kurzweil-NFB Reader. Created by Ray Kurzweil and the National Federation of the Blind, it was initially intended for individuals who are blind, however we are seeing application to reading disabilities as well. The K-NFB Reader combines a digital camera, PDA and proprietary software which takes pictures of text and then converts it into speech. It is a breakthrough in portable technology.

For more information

Adaptive Technology Resources has been serving schools, government agencies and private individuals with varying abilities since 1995. We would be happy to assist you as well. Nick Hanford gives presentations to students, teachers, and organizations explaining his experience with dyslexia. If you would like Nick to share his story with your group, please let us know. We also provide training and assessment services on many products, including those mentioned in this article. ATR is located at N54 W6135 Mill St., Suite 500 in Cedarburg, WI. Our mailing address is P. O. Box 857, Cedarburg, WI 53012. Please call ahead of time for an appointment. We can see you in our office or at your location. Our telephone number is 800-770-8474 or reach us via our web address

We are your resource for solutions!