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Pushing the Speed of Assistive Technologies for Reading.

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Title: Pushing the Speed of Assistive Technologies for Reading.
Authors: Schneps, Matthew H.1,2,3 (AUTHOR) matthew.schneps@umb.edu, Chen, Chen3,4 (AUTHOR), Pomplun, Marc1 (AUTHOR), Wang, Jiahui5 (AUTHOR), Crosby, Anne D.3 (AUTHOR), Kent, Kevin3 (AUTHOR)
Source: Mind, Brain & Education. Feb2019, Vol. 13 Issue 1, p14-29. 16p. 4 Diagrams, 4 Charts, 2 Graphs.
Subject Terms: *Assistive technology, *Reading, *Reading comprehension, *Dyslexia, Speed
Abstract: People who are practiced in using text‐to‐speech can drive listening speeds to surprisingly high limits. Here, we investigate the extent to which people who are otherwise untrained, with and without dyslexia, can increase their reading speed when forcibly accelerated visual or auditory presentations are used in isolation or in tandem. The experiment examined the reading speed and comprehension of 43 college students using three methods enabled by software on a handheld device: forcibly accelerated visual augmentation, auditory text‐to‐speech, and a combination of the two. We found that both typical and impaired readers attained the highest reading speed using the combined method, controlling for comprehension. Importantly, those with dyslexia using the combined methods reached the equivalent reading speed of typical readers using paper, visual, or auditory methods, with no loss in comprehension. Findings here suggest that in future evolutions—using technologies available today—parallel neurological pathways for language processing can be exploited to optimize reading for those impaired. [ABSTRACT FROM AUTHOR]
Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Pushing the Speed of Assistive Technologies for Reading.
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  Data: <searchLink fieldCode="JN" term="%22Mind%2C+Brain+%26+Education%22">Mind, Brain & Education</searchLink>. Feb2019, Vol. 13 Issue 1, p14-29. 16p. 4 Diagrams, 4 Charts, 2 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Assistive+technology%22">Assistive technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Speed%22">Speed</searchLink>
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  Data: People who are practiced in using text‐to‐speech can drive listening speeds to surprisingly high limits. Here, we investigate the extent to which people who are otherwise untrained, with and without dyslexia, can increase their reading speed when forcibly accelerated visual or auditory presentations are used in isolation or in tandem. The experiment examined the reading speed and comprehension of 43 college students using three methods enabled by software on a handheld device: forcibly accelerated visual augmentation, auditory text‐to‐speech, and a combination of the two. We found that both typical and impaired readers attained the highest reading speed using the combined method, controlling for comprehension. Importantly, those with dyslexia using the combined methods reached the equivalent reading speed of typical readers using paper, visual, or auditory methods, with no loss in comprehension. Findings here suggest that in future evolutions—using technologies available today—parallel neurological pathways for language processing can be exploited to optimize reading for those impaired. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/mbe.12180
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        Text: English
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      – SubjectFull: Reading comprehension
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              Text: Feb2019
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