There are decades of experience in screen readers in the low vision  
community.  Here are several key points:

1. Voice quality: It is not critically important that a screen reader  
have a very human sounding voice.  It is important that the  
articulation remain clear when the speed increases. (See the items  
below)  In some computer applications, a human sounding voice is  
desired, because the voice must be recognized by inexperienced  
listeners.  However, when using a screen reader, a person has a chance  
to learn to understand the voice.  It can be like learning to  
understand a person with s significant accent.

2. Language style - Screen readers are used to convert written  
language to sound, not to spoken language.  Spoken language is less  
formal, less considered, and less structured, because we don't spend  
nearly as much time thinking out it.  But to replace "reading," you  
have to have access to the nuances of written language.  Besides, it's  
not possible to restructure language electronically.  Only a human  
brain can do that at this time.

3. Reading rate - Most people talk at between 100 and 150 words per  
minute.  Most people read on the order of 400 words per minute.  Speed  
readers can read at over 1000 words per minute.  If screen readers are  
to be viable alternatives to visual reading, they have to provide  
similar reading rates.  However, this won't happen immediately.  When  
training someone to use a screen reader, the normal process is to  
start at near speaking rates, then slowly increase the speed as the  
person becomes more comfortable with auditory reading.  There is an  
interesting phenomenon that can be observed and experienced during  
this process (a way to experience learning disability for yourself).   
When the speech rate is nearing the limit of comprehension, there is a  
speed at which you will be able to understand the words as they are  
spoken, but will have no idea what the sentence meant.   However,  
experienced screen reader users routinely listen at speeds of 400 to  
600 words per minute, and in some cases, approaching 1000!  You can't  
even tell that the sounds are speech at that speed, but the person can  
have near 100% comprehension.


Denis Anson, MS, OTR
Director of Research and Development
Assistive Technology Research Institute
Misericordia University
voice: 570-674-6413
fax: 570-674-8054

danson at misericordia.edu



On Apr 1, 2008, at 4:01 PM, Jenner, Cathy wrote:


> We don’t re write anything. The screen readers can be used with a  

> variety of text, including internet, email, etc.

> RE: rate per minute:  most of the screen readers are able to change  

> the pace of reading (along with other settings) so that a person can  

> “tune” it to his/her comfort level.

>

> We are also just starting a Pilot with IBM to test out a software  

> that uses voice recognition to help students use the computer to get  

> feedback on pronunciation.  Again, good for both dyslexia and ESL  

> students.

>

> Cathy Jenner, Project Coordinator

> Universal Design for Learning Project

> Instructional Improvement

> Renton Technical College

> (425) 235-2352 x5639

> cjenner at rtc.edu

> http://www.rtc.edu/AboutUs/DSDPGrant/

> http://webs.rtc.edu/ii/dsdp.html

> From: technology-bounces at nifl.gov [mailto:technology- 

> bounces at nifl.gov] On Behalf OfLendoak at aol.com

> Sent: Tuesday, April 01, 2008 10:59 AM

> To: technology at nifl.gov

> Subject: [Technology 1589] Re: Access to text, a social justice issue

>

> David Rosen and Cathy Jenner,

>

> Regarding technology text readers (text converters) for people with  

> limited reading skills:

>

> Congratulations for your initiatives.  Could you help us with  

> answers to a few questions?

>

> -  Since text is often written in a more formal style compared to  

> conversation, it may be harder to understand when this formal style  

> is auded.  Do you rewrite the formal style to a more conversational  

> style text before converting it to speech?

>

> -  What rate (words per minute) is used in the spoken text?  Reason  

> for this question:  In Tom Sticht's book "Auding and Reading" 1974,  

> page 104, shows that information retention by marginally literate  

> men falls off sharply for spoken rates much faster than 128 words  

> per minute.`

>

> best wishes,

> Len and Ceci Doak

>

>

> In a message dated 4/1/2008 8:43:45 A.M. Pacific Daylight Time,AnnPk at olis.ri.gov 

>  writes:

> Could you tell what screen readers you use and what they cost. I am  

> looking good screen readers at a reasonable cost. Thanks.

>

> Ann Piascik

> Library Program Specialist III

> RI Office of Library and Information Services

> One Capitol Hill - 4th Floor

> Providence, RI 02908

> Tel: 401-574-9314

> Fax:401-574-9320

> annpk at olis.ri.gov

>

>

> >>> cjenner at rtc.edu 3/31/2008 12:50 PM >>>

> We are doing something like that with our Universal Design for  

> Learning Project.  Screen readers and other assistive technologies  

> are in our participating classrooms (we have several ESL and ABE  

> instructors participating) for ANY student to use.

> The project looks at the progress of the students who have gone  

> through our LD diagnosis process and get accommodations or use  

> learning strategies and/or assistive technologies.  We don't track  

> the non-disabled or non-disclosing student, but the AT is still  

> there for anyone to use and instructors encourage it.

>  In one of our classrooms, the instructors actively teach with Wynn  

> Reader which is assistive technology for dyslexia (but it helps  

> everyone in this ESL classroom).

>

> Cathy Jenner, Project Coordinator

> Universal Design for Learning Project

> Instructional Improvement

> Renton Technical College

> (425) 235-2352 x5639

> cjenner at rtc.edu

> http://www.rtc.edu/AboutUs/DSDPGrant/

> http://webs.rtc.edu/ii/dsdp.html

> From: technology-bounces at nifl.gov [mailto:technology- 

> bounces at nifl.gov] On Behalf Of David J. Rosen

> Sent: Saturday, March 29, 2008 6:45 AM

> To: Women and Literacy Discussion List The Poverty Race; The  

> Technology and Literacy Discussion List

> Cc: Glenn Young

> Subject: [Technology 1585] Access to text, a social justice issue

>

> Colleagues,

>

> 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 -- get meaning from text -- using  

> technology, i.e. having computers and hand-held devices read text  

> out loud, focusing on getting meaning, not on learning how to decode  

> text. The archives of the discussion will be found at

> http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html

>

> Glenn wants to see his 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,  

> especially when learning to read text well may take a very long  

> time, or when it might not be possible. Inexpensive electronic text  

> readers can help those with learning disabilities get access to the  

> meaning of text that might not otherwise be available to them. I  

> think this is an issue of social justice.

>

> I wonder what readers on this discussion list think of Glenn's idea.  

> For example, should adult basic literacy programs routinely help  

> basic literacy learners get access to electronic text readers, as  

> they also help them to learn to decode text?

>

> David J. Rosen

> djrosen at comcast.net

>

>

>

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>

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