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<DIV dir=ltr align=left><SPAN class=223002314-31032008><FONT face=Arial
color=#0000ff size=2>Hi - all good ideas. There is already some data -
though I can't remember where I saw it on comprehension with fast reading.
What I remember is that reading comprehension with a program like Kurzweill
actually goes up when the reading is done "fast". Apparently the faster
reading helps the learner cut off distractors and leads to more focused
concentration and better comprehension. This may be an average response as
opposed to one that differentiates between "average" listeners and those with
different types of learning disabilities. In any case, it wo uld be
interesting to learn more about this phenomenon. Measuring increased
comprehension with speed of reading may not be an effective way of assessing
improvement - at least not for native English speakers - though it could be
different for non-native English speakers. </FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=223002314-31032008><FONT face=Arial
color=#0000ff size=2></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=223002314-31032008><FONT face=Arial
color=#0000ff size=2>I suspect that reading along with text read out loud might
improve sight vocabulary but do little for decoding skills. So an
interesting question might be what combination of listening/reading along
(with Kurzweill or other programs that provide aural and visual stimulation) and
direct instruction in decoding would have a maximum effect and for
whom.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=223002314-31032008><FONT face=Arial
color=#0000ff size=2></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=223002314-31032008><FONT face=Arial
color=#0000ff size=2>Laura Chenven</FONT></SPAN></DIV><BR>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left>
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<FONT face=Tahoma size=2><B>From:</B> assessment-bounces@nifl.gov
[mailto:assessment-bounces@nifl.gov] <B>On Behalf Of </B>David J.
Rosen<BR><B>Sent:</B> Saturday, March 29, 2008 9:53 AM<BR><B>To:</B> The
Assessment Discussion List<BR><B>Cc:</B> Glenn Young<BR><B>Subject:</B>
[Assessment 1279] Assessing reading when reading means listening
totext<BR></FONT><BR></DIV>
<DIV></DIV>Assessment Colleagues,
<DIV><BR></DIV>
<DIV>On the Learning Disabilities discussion list this past week there has been
a fascinating discussion initiated by Glenn Young. He has proposed that it is
time to focus on helping adults with learning disabilities learn to read using
technology. By this he means having computers and hand-held devices read
text out loud, with new readers focusing on their getting meaning, not on
learning how to decode text. The archives of this discussion will be found
at </DIV>
<DIV>
<DIV><A
href="http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html">http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html</A></DIV>
<DIV><BR></DIV>
<DIV>Glenn wants to see this idea piloted and evaluated. I think that's a
good idea, not that I think we should stop teaching reading but that we
should help learners get access to information from text when learning to read
<I>well </I>may take a very long time, or not be possible. Inexpensive
electronic text readers can help them get access to the meaning of text that
might not otherwise be available. This is an issue of social justice, of
accommodations.</DIV>
<DIV><BR></DIV>
<DIV>Glenn's proposal, and the excellent discussion that has followed, has led
me to wonder if this idea were piloted how would we measure "reading
gains"? </DIV>
<DIV><BR></DIV>
<DIV>This, in turn, has led me to remember the importance of looking at change
in reading behaviors. Many years ago ETS researcher, Ron Solarzano, developed an
assessment for library literacy programs in California in which the learner and
tutor, using a check list, kept close track of how actual reading
behaviors changed over time. As I recall, the learner kept track monthy of what
kinds of reading she did and how many items for each kind. I believe the
checklist included such behaviors as reading children's books to pre-schoolers,
reading cartoons in newspapers, and reading sports articles in newspapers or
magazines. As I recall, because of the diligence that was required in keeping
these records, and the tutor training in using the instrument, this was a good
measure of change in reading.</DIV>
<DIV><BR></DIV>
<DIV>Are there good reading behavior instruments being used now? If so, what are
they? Please tell us about them here.</DIV>
<DIV><BR></DIV>
<DIV>Do you have thoughts on how we might measure "reading gains" , for example
vocabulary growth, comprehension, perhaps even fluency (ability to gain meaning
from text read out loud at a faster rate?) for those who read using electronic
text readers? </DIV>
<DIV><BR></DIV>
<DIV>David J. Rosen</DIV>
<DIV>
<DIV><A href="mailto:djrosen@comcast.net">djrosen@comcast.net</A></DIV>
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