Research2

Students with Ld can also use AT for reading and comprehension.
These articles indicate that technology can be used to provide access to learning for students with Ld. In addition, CBM provides a powerful too to evaluate the success of the use of technology to practice content.

Related Citations on Assessment and Use of Technology
Calhoon, M. B., & Fuchs, L. S. (2003). The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. //Remedial and Special Education//, 24, 235-245.

Calhoon and Fuchs investigated the effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of secondary students with disabilities. They found that students using the PALS/CBM improved in mathematics computation skills but not on concepts and applications. //This study is relevant to students with Learning disabilities as it would be a way to measure their growth of their learning after using computer assisted instruction.//

Calhoon, M. B., Fuchs, L. S., & Hamlett, C. L. (2000). Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities. //Learning Disabilities Quarterly,// 23, 271-282.

Calhoon, Fuchs, and Hamlett compared the effects of four conditions of accommodations for testing in secondary mathematics: computer-read test, computer-read test with video, teacher read test, and standard administration. Results indicated that providing a reader – either computer or human – increased test scores. //These results relate directly to use text-to-speech to support all students in gaining content information from text. Text to speech can be a powerful tool for the implementation of UDL//.

Longer Article Review by Emily Elliot Spring 2008 EDET 735
Boyle, E. A., Rosenberg, M. S., Connelly, V. J., Washburn, S. G., Brinckerhoff, L. C., & Banerjee, M. (2003). //Effects of audio texts on the acquisition of secondary-level content by students with mild disabilities//. Learning Disability Quarterly, 26(3), 203-214.


 * Research question**: Does the use of audio texts with and without a comprehension strategy enhance the content acquisition for high school students with mild cognitive disabilities enrolled in US government classes in self contained settings?
 * Subjects:** The subjects of the study were 95 students from self-contained special education history classes. 67 students originally picked for the study did not participate due to excessive absence, transfer from school or removal from class. 67 of the originally identified students were counted in the study. Students who participated were identified with a learning disability, emotional disturbance, speech/language impairment, or other health impairment and had accommodations for secondary-level history in their IEP.
 * Settings:** The study took place in six high schools in a large suburban school district in the Northeast. The average population of the high schools was 1,760 and all high schools offered inclusion and self contained classes for student with disabilities depending on the least restrictive environment identified in the students' IEP. The study took place in a self contained environment in all six schools.


 * Research methodology**:


 * Design:** The participants were randomly assigned to three groups; two experimental and one control. Each group took a pretest and a posttest as well as five short term quizzes over the course of the studies. Researchers used a mixed model statistical analysis.


 * Dependent variable:** A cumulative content pretest was given to students before the study began. A similar posttest was administered after the six-week intervention. Both tests were developed using a question bank provided by the text book publisher. In addition to the pre and posttests short term quizzes were given after each section of content in an assigned chapter of the text book.


 * Independent variable:** There were to treatments administered during the course of the study. Both were on CD-ROM and included the textbook in an audio version. One also included an organizational and note taking strategy SLiCK. SLiCK stands for Set it Up, Look Ahead, Comprehend and Keep it Together. Students in the two experimental groups received training on how to operate the CD-ROMs and if the SLiCK group received instruction on how to fill out the graphic organizer. All three groups were given the same instruction from their teachers that included a five minute drill 20 minutes of instruction and 20 minutes of assigned reading. The treatments were administered during the 20 minutes of assigned reading.


 * Results:** Both experimental groups scored significantly higher on the content cumulative posttest than the control group. However, there was no statistical significance between the scores of the experimental group using the just audio and the group using audio and SLiCK. The short term quizzes produced no statistically significant differences among scores although the researchers do point out that the experimental groups do score consistently higher than participants in the control group.


 * Discussion/Implications:** The researchers draw the conclusion that audio text books can be an effective tool to for increasing content acquisition for secondary students with mild disabilities. They state that they originally hypothesized that the experimental group with the added intervention of SLiCK would out perform the audio book and control group, but there turned out to be no significant difference between the two experimental groups. The findings of the research study suggest that the use of audio books for students with mild disabilities can improve content acquisition and increase understanding of content on students' grade level and student independence with reading assignments. I believe the findings could be generalized beyond the secondary level as well as beyond the content area of US Government.


 * Analysis of the Research**: I was not surprised by the results of this study based on the readings completed for this course and my prior knowledge of students with disabilities. The use of audio text books makes grade level content accessible that would otherwise be difficult or even impossible for students with mild cognitive disabilities to comprehend. Students with cognitive disabilities are expected to complete grade level work and perform on content area tests administered on grade-level when their disability inhibits their comprehension of the content when it is presented above there instructional reading level. If a student had a hearing impairment we would not expect her to be successful on a test that was administered orally. Students that have reading difficulties due to mild cognitive disabilities need tools to make content accessible just has students with hearing and vision impairments. The introduction of this study notes that at the secondary level instructional goals change from mastering reading to mastering content. This is often said of intermediate grades as well. There is a transition around third grade from //learning to read// to //reading to learn//. Students are all the sudden expected to begin using the complex and relatively new process of reading to gain content. Providing the audio text gives all students more access to content, but particularly students with disabilities that hinder their decoding and comprehension skills. In order to make accommodations such as oral administration on the PACT test for a child labeled as special education the accommodation not only has to be in the student's IEP, but documentation has to be present that the accommodation was present during regular instruction through out the year. This is perfectly reasonable, but sometimes hard to carry out. Using Audio textbooks or audio of tests would help teachers to implement and document this accommodation and according to this study increase acquisition of the content on grade level.

[|The Promise of Accessible Textbooks: Increased Achievement for All Students]
[|An Educator's Guide to Making Textbooks Accessible and Usable for Students with Learning Disabilities] [|Learning with personal media players: iPods and handheld computers are emerging as sound investments to help special needs learners.]

Related Articles
Maccini, P, Gagnon, J.C., & Hughes, C. A. (2002). Technology-based practices for secondary students with learning disabilities. //Learning Disability Quarterly//. 25 (4), 247-262