Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j42EXLG23676; Mon, 2 May 2005 10:33:21 -0400 (EDT) Date: Mon, 2 May 2005 10:33:21 -0400 (EDT) Message-Id: <D265FDBFBD624141ABED4A775225102A01445991@agency6.state.ky.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Steve.Noble@ky.gov To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4748] RE: Should instruction, and high-stakes assess X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2657.72) Status: O Content-Length: 5154 Lines: 128 A "bibliography" of sorts is available at the following website: http://kamc.louisville.edu/kyecontent/Documents.htm (Scroll down to the list of articles and other studies.) The state of Kentucky has had a statewide Universal Design for Learning (UDL) project in place now for a number of years. We now have about 95% of all K-12 schools in the state using text-to-speech software. The state negotiated a special agreement with TextHelp to obtain school site license for TextHelp "Read and Write" software at a much reduced rate. This software includes not only software for reading, but also writing, web surfing, etc. It is also used for the state assessment, as long as it is written into the student's IEP or Section 504 plan for a reading accommodation. If you would like more background on the Kentucky UDL project, there is an article on the NASDSE website detailing the work of Kentucky, New York, California and Ohio in implementing UDL principles. This article is a bit dated now, but gives some good background. It is at http://www.nasdse.org/publications/udl.pdf Best regards, Steve Noble Policy Analyst Kentucky Assistive Technology Service Network 8412 Westport Road Louisville, KY 40242 Voice: (502) 429-4484 x268 Toll-Free: (800) 327-5287 Fax: (502) 429-7114 Steve.Noble@ky.gov Board of Directors, Learning Disabilities Association of America (National Board) Board of Directors, Recording for the Blind & Dyslexic (KY Unit) Vice-President, Learning Disabilities Association of Kentucky Editor-in-Chief, Information Technology and Disabilities -----Original Message----- From: Janice Komisor [mailto:jkomisor@projecteaston.org] Sent: Monday, May 02, 2005 9:59 AM To: Multiple recipients of list Subject: [NIFL-LD:4747] RE: Should instruction, and high-stakes assessments offer text to speech software? The Annals of Dyslexia has published studies on efficacy - some of them can be found at the Kurzweil link below or through the International Dyslexia Association. Although there are many text to speech systems I believe the Kurzweil system is the oldest and best. It goes way beyond text to speech - providing auditory and visual feedback and a suite of study skills tools. http://www.kurzweiledu.com/proof_research.asp Janice Komisor Director of Language and Literacy ProJeCt of Easton, Inc. Easton, PA 18042 -----Original Message----- From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov] On Behalf Of David Rosen Sent: Sunday, May 01, 2005 1:21 PM To: Multiple recipients of list Subject: [NIFL-LD:4745] Should instruction, and high-stakes assessments offer text to speech software? NIFL-LD, NIFL-Technology, NIFL-Assessment and AAACE-NLA Colleagues, Today's Boston Globe's Education section http://www.boston.com/news/education/k_12/articles/2005/05/01/ hear_words_see_a_difference/ has an article about how Massachusetts high school students with reading disabilities use text (or print)-to-speech [ http://wiki.literacytent.org/index.php/Text-to-speech ] software to help them improve their reading and writing skills, and to take high-stakes and other standardized tests. Massachusetts is not the only state that allows this practice. "Teachers liken the effect to runners who train with faster athletes to get used to a quicker pace. Students who used to get bogged down in chapter one can now read books cover to cover. It's because they can focus less on what the words are and more on what they mean." "A growing body of research indicates these reading programs help students make significant strides, and under special education law, schools are required to consider buying reading programs that might help students with disabilities." I have several questions for you: 1. What is the "growing body of research" on this? Can anyone give us citations? (Are any on-line?) 2. Do your students with reading disabilities (or reading difficulties) use text-to-speech? What do you think of this practice? 3. Are adult education programs in your state required by law to consider buying reading programs like this for students with reading disabilities? If not, should they be? 4. Should adult literacy education standardized tests (TABE, CASAS, BEST, BEST PLUS and others) be required to have this option? Should states be required to make it available? 5. Should reading be re-defined to include the use of text-to-speech, just as increasingly mathematics now includes/allows the use of a pocket calculator? If so, what are the implications for the field of adult basic literacy? I expect there will be a lot of response to these questions, especially the last one. I have posted this on four e-lists because I think it raises issues of concern to readers on all these e-lists (and maybe others). To avoid confusion, and to give everyone a chance to see the entire discussion, I propose that we have this discussion on one list, NIFL-LD. If you are not subscribed to this e-list, you can easily and quickly subscribe by going to http://www.nifl.gov/lincs/discussions/nifl-ld/ learning_disabilities.html David J. Rosen djrosen@comcast.net
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