Reading+Research

**Computer Assisted Instruction and Reading**
Many students with autism struggle in the area of reading. Students who struggle with reading are at risk for academic failure. Students who lack speech are especially at risk of reading difficulties. When students lack speech, teachers have a significant challenge in teaching them to read. Specialized teaching strategies, interventions and adaptations that provide effective and efficient instruction must be utilized to close the reading gap with this group of students. The following articles highlight the use of computer based technologies that aid in teaching individuals with autism to read.


 * Coleman-Martin, M.B., Heller, K. W., Cihak, D. F., & Irvine, K. L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach word identification. //Focus on Autism and Other Developmental Disabilities,// 20(2), 80 – 90.**


 * Research question:** Is the use of computer assisted instruction an effective method to promote word identification using the Nonverbal Reading Approach?
 * Subjects:** The subjects were three students with severe speech impairments and concomitant physical disabilities or autism. The criteria for selection were: a.) having a severe speech impairment, b.) having letter-sound correspondence of the alphabet c.) having a reading recognition level at or above the first grade level and below third d.) having at least a 2 year difference between chronological age and expected reading level e.) having never used the NRA and f.) being able to see print. The students had the following disorders: cerebral palsy, autism, and TBI/
 * Setting:** The students were in several settings. Student A was in a collaborative program in which she received reading in a resource room and math and writing in a self contained classroom. Student B was in a self contained classroom for students with moderate intellectual disabilities. Student C was also in a self contained classroom for students with moderate intellectual disabilities.


 * __Research Methodology__****:**
 * Design:** The participants in the study were provided with decoding and word identification instruction across three conditions. This was done to simulate the natural progression of instruction from teacher directed to CAI. The 3 conditions included a.) teacher only, b.) teacher plus CAI, and c.) CAI only.
 * Dependent Variable:** By utilizing the computer assisted instruction, all three participants reached criteria.
 * Independent Variable:** Nonverbal reading instruction was delivered effectively through using computer assisted instruction.


 * Results:** During all three conditions each of the students reached criteria. Although all students achieved at different rates and levels each one reach the goal. This indicates that NRA can be delivered effectively using CAI.
 * Discussion/Implications:** The results of the study indicate that using computer assisted instruction to teach individuals with autism and various other disabilities can be an effective strategy. The benefits of using computer assisted instruction is that it helps to free up teacher time, alleviating some of the pressure of having to consistently work one on one with each student. In addition it allows multiple students to work at their own individual pace to learn how to read.
 * Analysis:** The outcome of the study was quite interesting but somewhat expected. As an advocate of technology to aid with instruction of students with disabilities, I believe that the advantages are extraordinary. The use of technology helps the teacher by minimizing the load and allowing him/her to complete multiple instructional tasks with a variety of students at once. It also incorporates differentiated instruction with minimal planning and attention needed to be devoted to one or several students. This research supports the fact that when technology is appropriate and relevant it can be effective.


 * Yaw, J. S., Skinner, C. H., Parkhurst, J., Taylor, C. M. Booher, J., & Chambers K. (2011). Extending research on a computer-based sight word reading intervention to a student with autism. //Journal of Behavioral Education,// 20 (44). 44-54.**


 * Research question:** Can computer based sight word reading intervention (CBSWRI) enhance Dolch word reading in students with autism?
 * Subject:** The subject was a 12 year old boy diagnosed with autism who received special education in a self contained classroom.
 * Setting:** The school was located in the southeastern United States. The student, Craig, received special education services in a self contained classroom. The classroom included 10 students, 1 special education teach, and 2 aides.


 * __Research Methodology__****:**
 * Design:** A multiple baseline design was used to evaluate the effectiveness of the computer based sight word reading intervention. This was done to eliminate threats to internal validity. The intervention was examined across three lists each with 10 words. The words were systematically selected by Craig’s teacher who identified the words as words he could not read. The researchers then used stratified random assignment across primer and first grade levels to make up the 3 word list. Based on visual analysis of time series data, when to apply the CBSWRI was determined. Using the computer, one word at a time was presented for 2 seconds. Words read correctly were scored as correct.
 * Dependent variable:** The number of words read correctly in 2 seconds. List A was 3 sessions, list B was 9 sessions, and list C was 14 sessions.


 * Results:** During the baseline phase of each word list, Craig read 0 to 1 words correctly within 2 seconds. Immediately after the CBSWRI was implemented, Craig increased his words read correctly with 2 seconds to at least 4. By the final assessment, the student was able to correctly read 25/30 words correctly within 2 seconds from all 3 list. To show maintenance or the learned words, the CBSWRI were removed from list A and B. Craig maintained and even increased his automatic reading after withdrawal of the intervention.
 * Discussion/Implications:** The results of this study support current research that computer assisted instruction can truly enhance the reading of students with autism and various other disabilities that experience deficiencies in reading.
 * Analysis:** The results of this study are not surprising and only support the other various studies that seek to stress the benefits of instructional technology. This research is related to the other studies on computer assisted technologies in reading instruction because it helps to highlight the benefits of using technology to enhance the reading skills of individuals with disabilities.


 * Price, A. (2011). Making a difference with smart tablets: Are iPads really beneficial for students with autism? //Teach Library,// 39 (1), 31-34.**


 * Research question:** 1.) Would students with autism show an increase in comprehension when using iPad interactive e-books? 2.) Could the iPad provide individuals with autism to oversome information access barriers, much in the same way that Braille provided access for the blind?
 * Subject:** The subjects were all individuals who have a diagnosis of autism. They were all at least 4 grade levels behind. The breakdown of participants is as follows: ten students in middle school grades 6-8. Ten students in high school grades 9-12, and ten students over the age of 18 who were enrolled in state mandated special education services for students ages 18-22.
 * Setting:** The study was conducted by a librarian at Oakstone Academy in Ohio. She proposed a grant to the State Library of Ohio to conduct this small study.


 * __Research Methodology__****:**
 * Design:** The students were all selected based on their diagnosis of autism. In order to investigate the effects on different levels and ages of students, several students were randomly selected from middle school through adult education up to 22 years of age. Each student selected was at least 4 grade levels behind. Through a grant, the library purchased 10 64 GB Wi-Fi iPads. The students in the sample were asked to read traditional text and required to answer comprehension questions twice and they were asked to read an interactive e-books and answer comprehension question twice.
 * Dependent Variable:** Using the interactive e-readers, all of the students in the study improved in comprehension (except one, that student answered 100% on all 4 assessments).There were no students whose comprehension decreased.
 * Independent Variable:** The students were tested in comprehension based on two levels of reading. The first was reading traditional print text and the second was reading using interactive e-books using iPads.


 * Results:** The results of the study revealed that all of the students in the study improved on the comprehension test. The rate of increase in comprehension using the iPads with interactive e-books was varied among the groups. The middle school students showed an increase of 21%, it was 25% in high school grades and 21% in the students from 18-22.
 * Discussion/Implications:** The study again supports previous research that using technology to enhance the reading skills of individuals with autism is an effective practice. The interactive e-books offered students full color pictures and simultaneous audio and text. This is something that traditional books cannot offer. This study justifies the use of iPads for instruction with students with autism and other disabilities. It also reinforces the use of instructional technology as a means for enhancing teaching and learning in the classroom.
 * Analysis:** I think that this was a very interesting study that was conducted by a librarian with a curiosity. As we see an increase in the use of iPads for educational purposes it is vital to investigate how this tool can be used for individuals with disabilities as well as regular education students. We are starting to see iPads in schools and classrooms increase as often as we see traditional PCs in the classrooms. I think research along these lines are important to show educators and parents alike that these tools are not just for show, but can be very beneficial in educating our students.

**You can find more research on using assistive technology in reading for students with autism at the following sites:**

 * **Assistive Technologies for Reading**
 * **Assistive Systems for Children with Dyslexia and Autism**