This study investigates the effects of "guided notes" and "text-to-speech" on the on-task behavior and academic performance of high school students with disabilities receiving services via the EnvisionIT Transition Curriculum.
Margo V. Izzo, Kelly Dillon and Yi-Chieh Chung
Research Questions:
Our current study examines the effects of guided notes (GN) and assistive technology text-to-speech (AT) on student on-task behavior and academic achievement. For the AT condition we are using “Click, Speak”, an open source, portable assistive technology application that is used as a screen reader. Specifically:
- What effect will the AT condition and the GN condition have on overall on-task behavior?
- What effect will the AT condition and the GN condition have on academic achievement?
- What effect will AT have on overall reading scores compared to peers without any exposure to assistive technology in the EnvisionIT curriculum?
Description:
Participants for this study are high school students with disabilities enrolled in resource (non-inclusive) classes who are receiving English instruction and transition services via the EnvisionIT transition curriculum. Study participants are selected by the classroom teachers based on their performance on the AIMSweb MAZE reading assessment. Students are divided into three levels:
- benchmark (reading independently);
- strategic (needs supports such as guided notes to read independently);
- intensive (need supports such as AT and GN).
Students’ reading levels, consistent school attendance, and lack of previous assistive technology experience were used as criteria for inclusion in the study. Participants are given training in the general use of the EnvisionIT program. Participants are given training in the general use of the AT program “Click, Speak” on electronic materials other than EnvisionIT.
What we have learned:
- Guided notes increase on-task performance for most students with disabilities.
- Assistive technology, specifically “Click, Speak”, an open source portable application, increases on-task behavior.
- Some high school students with significant reading deficiencies report that they like AT. Other students are indifferent.
What we do not know:
- We do not know if guided notes will improve achievement on the unit quizzes of the online EnvisionIT curriculum.
- We do not know if assistive technology will improve achievement on the unit quizzes of the online EnvisionIT curriculum.
- We hope to answer these final questions by June, 2008.