Pushing the Speed of Assistive Technologies for Reading
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| Title: | Pushing the Speed of Assistive Technologies for Reading |
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| Language: | English |
| Authors: | Schneps, Matthew H. (ORCID |
| Source: | Mind, Brain, and Education. Feb 2019 13(1):14-29. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Assistive Technology, Technology Uses in Education, Dyslexia, Reading Rate, Reading Comprehension, College Students, Handheld Devices, Visual Stimuli, Auditory Stimuli, Teaching Methods, Program Effectiveness |
| DOI: | 10.1111/mbe.12180 |
| ISSN: | 1751-2271 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1206761 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1751-2271 |
| DOI: | 10.1111/mbe.12180 |
