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A Review of Technology-Based Approaches for Reading Instruction: Tools for Researchers and Vendors
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The ability to read is the main foundational skill for all school-based learning. Without it, the chances for academic and occupational success are limited (Lyon, 1997). In fact, the most pressing issue in guaranteeing students equal access to the curriculum is ensuring their ability to read class materials. When children do not learn to read, their general knowledge and writing abilities suffer. Given reading’s fundamental role in learning, the National Center for Technology Innovation (NCTI) has identified current technology-based approaches that help students with reading disabilities (RDs) develop abilities to read and comprehend text.
In this paper, NCTI focuses primarily on computer-based technologies, software programs, and portable computerized devices that support reading outcomes. Because these technologies are increasingly complex and interrelated, we have adopted the terms assistive technology (AT) and accessible mainstream technology (AMT) to describe the broad range of mainstream and specialized software, hardware, and Internet-based programs and functions that can be used to support reading development. We do not mean to diminish the impact of adaptive strategies or low-tech assistive devices such as book holders, highlighting tape, and reading ruler guides. These frequently used items are valuable approaches for improving access to reading print-based books. However, with the increased use of computers in general education classrooms (National Center for Educational Statistics, 2004) and the increased availability of instructional materials in digital formats, computer-based approaches have become more flexible and therefore are able to address more learning needs of students with RDs.
H. Silver-Pacuilla and K. Ruedel - Personal Name
NONE
Management
English
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