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People or Machines? Measured Reading Comprehension from Different Reader Types
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Mid-South Educational Research Association Annual Meeting,

Abstract

Differences in reading comprehension were examined in students with disabilities after use of three reader modification types. Participants (n=10) conveniently selected from two school districts were students grades three through eight reading on a third grade level that received a reader as a modification in their Individualized Education Programs. Passages from the Pearson Group Reading Assessment and Diagnostic Evaluation (GRADE) normed for third grade were read to students using three reader types: human, tape-recorded voice or computerized text reading program. Reading comprehension questions were orally administered by the researchers. Results indicated that there was no significant difference between reader types as related to passage comprehension. Authors call for the individualization of reader types based on student need and the continued collaboration between university researchers and decision makers in P-12 schools. (Contains 2 tables.)

Citation

Conner, T.W. & Aagaard, L. (2009). People or Machines? Measured Reading Comprehension from Different Reader Types. Presented at Mid-South Educational Research Association Annual Meeting 2009. Retrieved December 10, 2019 from .

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