This page contains information about several research studies that have looked at the effectiveness of Accessible Instructional Materials and Assistive Technology. Additional research information may be found on the National Center for Accessible Instructional Materials website.

The Missouri Study

In 2006-07, Missouri Assistive Technology initiated a pilot project to evaluate the impact of utilizing accessible instructional materials (AIM) and TtS technology on the graduation and transition outcomes of high school students with learning disabilities. Presuming positive transition outcomes, secondary objectives were to identify --

• barriers to AIM and TtS usage and mechanisms to resolve those barriers, and
• student characteristics that were predictive of success in using AIM and TtS.

The pilot project was conducted in collaboration with five public school districts and data was collected on twenty students. Each student was outfitted with a laptop or tablet computer with (TtS) software and received related training and supports their junior year of high school. Students had accessible instructional materials and utilized the TtS technology throughout their academic schedule during their junior and senior years, especially in classes with significant reading and writing demands. By the end of their senior year all twenty participants had a successful transition outcome to either employment or post-secondary education. For many of the students, access to accessible materials and reading compensation technology not only made graduation a reality, but also improved achievement and expanded opportunities to skilled jobs and post-secondary education that were previously unattainable.

Student Outcomes

Utilizing the performance measures required of all states by the IDEA State Performance Plan (SPP) the following outcomes were realized for these twenty students.

• 95% graduated on time (one completed a trade program)
• 85% improved academic achievement (evidenced through improved grades)
• 55% increased time in regular education and decreased time in special education
• 95% decreased reliance on human assistance
• 55% increased parent satisfaction (evidenced by unsolicited positive parental contact)

All twenty students had a successful transition outcome with 75% being accepted to a post-secondary educational program and the other 25% transitioning to gainful employment such as medical transcription.

• View a video recording and information about the study and how to implement a program like this in your school.

• Download Text-to-Speech (TtS) and Accessible Instructional
• Materials (AIM): An Implementation Guide for Use of TtS and AIM in Secondary Classrooms -

Summary Report of the Iowa Text Reader Longitudinal Study - 2006-2007

Published by Cambium Learning Technologies, Bedford, MA

• Download the Summary Report of the Iowa Text Reader Longitudinal Study -

Twenty students from across the state of Iowa participated for a second year in a 27-week longitudinal study of the impact of the use of a text reader software program with embedded study skills on multiple measures of academic performance. The Time Series Concurrent and Differential (TSCD) Approach (Smith, 2000) was used to study the enhanced performance of students using a text reader by comparing student comprehension on passages read with and without the text reader. The order of the reading format (print vs. scanned) of the probes was randomly varied. The repeated measures over time with and without assistive technology were used to provide evidence of the impact and outcome of assistive technology use. Enhanced performance was observed in the following areas:

• Students demonstrated the ability to access twice as much information with improved comprehension levels.
• With two years of use, students demonstrated improved comprehension even as the reading difficulty increased.
• Without appropriate accommodations the comprehension scores declined, while with the accommodation comprehension scores improved.
• Students performed statistically significantly better on passage comprehension measures when accommodated by the text reader than when not accommodated.
• The use of the text reader allowed students to demonstrate improved comprehension scores on factual and inferential (higher level thinking) comprehension questions. When not accommodated their scores on the same tasks declined as the difficulty increased.
• Greater gains were seen after the cumulative effect of two years of experience with the text reader than in the first year.

In the second year of use, the students moved to more fluid use sooner than they did in the first year (Week seven compared to week eleven).

In the second year of use, the teachers engaged more quickly and at higher implementation levels than in the first year.

Both the students and teachers participating reported strong positive feelings on feedback surveys linking the use of the text reader to a variety of positive school behaviors, such as staying on task. In addition, students and teachers alike reported strong support for essential impact items such as reading and comprehending text and working independently.

In addition to the results being statistically highly significant, they are also educationally significant. The results demonstrate that students can access the core materials at twice the rate, with understanding at levels of higher thinking, allowing them to work competitively in an inclusion setting. From a teacher perspective, the students using the text reader accommodation would be better able to independently access and understand the same material as his/her peers at an increased rate.

Bright Students with Dyslexia

In Advance for Speech-Language Pathologists and Audiologists, Vol. 19, Issue 19, page 6 - June 2009

Traditional treatment approaches that focus on helping students cope within the school curriculum are not adequate preparation for college-level study. "Our schools are pretty good at helping kids cope with the curriculum, but in the long term that doesn't do them well," Michael Matvy, Ed.S., NCSP, a school psychologist from Knoxville, TN explains. "Bright students who are inadequate decoders may cope with the assignment that's being done in the classroom, but the long-term benefit to them may not be good."

This article from Advance for Speech-Language Pathologists and Audiologists details a program for bright students with reading disorders that uses audio books to provide a multi-sensory approach to reading.

Read the article Bright Students with Dyslexia online

Reading Machines for Students with LD

By Marshall Raskind, Ph.D.

How can reading machines help kids with learning disabilities? An expert on assistive technology looks at peer-reviewed research for answers.

Published by GreatSchools, Inc. 2008. Originally created by Schwab Learning, formerly a program of the Charles and Helen Schwab Foundation.

Read the article Reading Machines for Students with LD online

Research Bibliography

Barker, T.A., & Torgesen, J.K., (1995). An evaluation of computer-assisted instruction in phonological awareness with below average readers. Journal of Educational Computing Research, 13(1), 89-103

Dalton, B., Pisha, B., Eagleton, M., Coyne, P. & Deysher, S. (2001). Engaging the text: Reciprocal teaching and questioning strategies in a scaffolded learning environment. MA: CAST

Elkind, J., Black, M.S., & Murray, C. (1996). Computer-based compensation of adult reading disabilities. Annals of Dyslexia, 46, 159-186.

Elkind, J., Cohen, K., & Murray, C. (1993). Using computer-based readers to improve reading comprehension of students with dyslexia. Annals of Dyslexia, 43, 238-259.

Erdner, R.A., Guy, R.F., & Bush, A.. (1998) The Impact of a year of computer assisted instruction on the development of first grade learning skills. Journal of Educational Computing Research, 18(4), 369-386

Lundberg, I. (1995). The computer as a tool for remediation in the special education of reading disabled students: A theory-based approach. Learning Disability Quarterly, 18, 89-100.

MacArthur, C.A. & Haynes, J.B. (1995) Student assistant for learning from text (SALT): A hypermedia reading and aid. Journal of Learning Disabilities, 28(3) 50-59

Montali, J. and L. Lewandowski. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29(3): p. 271-279.

Raskind, M.H., & Higgins, E.L. (1995). The effects of speech synthesis on proofreading efficiency of postsecondary students with learning disabilities. Learning Disabilities Quarterly. 18,141-158.

Torgesen, J.K., & Barker, T.A. (1995). Computers as aids in the prevention and remediation of reading disabilities. Learning Disability Quarterly, 18.