Learning Disability Quarterly

The search for intervention programs aimed at empowering both children and their parents has included a focus on the introduction of computers to the home environment and on parental determination to extend the advantages and benefits of technology to promote their children's academic performance and emotional growth. Using a dynamic and individualistic approach based on observations and research, a home-computing model considers parents' often controversial tendencies related to their child's education. On one hand, parents would like to be more involved in their children's education, but, on the other hand, they have difficulty staying involved as a result of stress related to their child with disabilities, lowered sense of coherence and overload of caring duties. Two suggested strategies are viewed as representing a continuum of parent-child interactions: Creating a supportive climate for home computing and parental tutoring. The social-emotional perspective of children with learning disabilities is discussed as it relates to empowering both parents and children and to promoting their coping strategies by providing opportunities for enabling technology-related experiences.

This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

The theoretical statement that phonological processes are the key to early and efficient acquisition of reading skills is no longer controversial within mainstream reading research, although there is ongoing investigation of how phonological skills are related to acquisition of word recognition. Within this theoretical framework, general remedial guidelines for dealing with dyslexia are illustrated. A core technical component in the remedial program is the “talking” computer, which gives support and feedback through synthesized speech. The results of a series of small quasi-experimental studies indicated positive treatment effects. Dyslexic students who enjoyed the benefit of computer training with speech feedback gained more in reading and spelling performance compared to students who had access only to conventional special education.

This report first discusses the theoretical basis of the text-to-speech (DECtalk) computer system to mediate reading (see Leong, 1992b, 1992c). Study 1 investigated the role of on-line reading and simultaneous DECtalk auding in helping 192 grades 4, 5, and 6 above-average and below-average readers comprehend expository prose materials. The students in each grade were randomly assigned to one of the four experimental conditions: (a) on-line reading and DECtalk auding; (b) on-line reading and DECtalk auding plus explanations of difficult words in both modes; (c) on-line reading and DECtalk auding plus explanations of difficult words in both modes plus “metacognitive” (reading awareness) activities; and (d) on-line reading and DECtalk auding of the passages “simplified.” Reading comprehension was assessed from verbal answers to inferencing questions and verbal summaries of the passages. Analyses of covariance using general ability, metacognition, and working memory span scores as covariates showed significant differences in grades, reading levels, and modes of responses (answers or summaries) to the passages, but not for the experimental conditions. Considerable individual differences were found, and verbal reports indicated high motivation of learning among the students. Study 2 replicated Study 1 with a small number of poor readers compared with their reading-age and chronological-age controls. Similar results were obtained. Promises and issues of the DECtalk text-to-speech computer system are discussed.

Important issues related to quality in the use of technology with children with learning disabilities are discussed. The need for basic pedagogical considerations is stressed, and the impact of the computer on the learning process is introduced relative to the factors of learner control, motivation, feedback types, graphics, and screen design. The use of computer-assisted programs with speech feedback is analyzed relative to children with reading disabilities. Finally, a scheme containing the main considerations related to what constitutes “quality” is presented.

Technology, one of the gifts of reductionistic thinking, can be used holistically to liberate students with learning disabilities from many of their struggles with text while they are learning to read and write or to circumvent these struggles entirely throughout their lives if necessary. Technological occupations also offer possibilities for people with learning disabilities. It may well be that using technology in assistive, compensatory, and occupational manners will also produce better readers and writers. Certainly, it can greatly alleviate the problems of not acquiring information about the world while struggling with text.

This study investigated the effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities. Subjects proofread self-generated written language samples under three conditions: (a) using a speech synthesis system that simultaneously highlighted and “spoke” words on a computer monitor, (b) having the text read aloud to them by another person, and (c) receiving no assistance. Using the speech synthesis system enabled subjects to detect a significantly higher percentage of total errors than either of the other two proofreading conditions. In addition, subjects were able to locate a significantly higher percentage of capitalization, spelling, usage and typographical errors under the speech synthesis condition. However, having the text read aloud by another person significantly outperformed the other conditions in finding “grammar-mechanical” errors. Results are discussed with regard to underlying reasons for the overall superior performance of the speech synthesis system and the implications of using speech synthesis as a compensatory writing aid for postsecondary students with learning disabilities.

Seventeen males and twelve females wrote essays under three conditions: (a) without assistance; (b) using a human transcriber; and (c) using a speech recognition system. Students received higher holistic scores using speech recognition than when writing without assistance at a statistically significant level (p=.048). In order to determine the reasons for the superior scores on the essays written using speech recognition, 22 measures of fluency, vocabulary and syntax were computed. Several measures showed a strong correlation with the holistic score. A multiple regression revealed that the best predictor of the holistic score was Words with Seven or More Letters. Further, the ratio of Words with Seven or More Letters to Total Words differed significantly across conditions (p=.0136), in favor of speech recognition, when compared with receiving no assistance. A factor analysis identified three factors that accounted for significant variation in holistic score: Factor 1, measures related to length of the essay (p=.0001+); Factor 2, measures of morphological complexity (p=.003); and Factor 3, main verbs (p=.021). The authors suggest that the technology may have been successful because it “encouraged” the use of longer words, a powerful predictor of a holistic score.

In July of 1993 an international symposium on “Technology for Persons with Learning Disabilities” was held in Missillac, France. The purpose of the symposium was to bring together an international panel of experts in learning disabilities and technology to promote international dialogue and cooperation; identify technologies/technological approaches for enhancing the lives of persons with learning disabilities; and establish a series of research priorities. This article synthesizes and highlights the information, ideas, and issues that emerged from individual presentations and ensuing discussions.