Improving the chances of reading with technology

Improving the chances of reading with technology: factors influencing success

Improving the chances of reading with technology: factors influencing success

Abi JamesUniversity of Southampton & BDA NTC

With contributions from:EA Draffan, University of SouthamptonPeter Cudd, University of SheffieldClare Bentley, University of Sheffield

111/03/2016Abi James BDA INternational Conference 2016

Technology to aid reading

Readabilityis the ease with which a written text can be understood by a reader. Thereadabilityof a particular text depends both on its content (for example, the complexity of its vocabulary and syntax) and on its typography.


Is the technology available? YesEvery major operating system has:Text to speech built infree or low cost speech apps availableAbility to alter fonts and coloursSeeMicrosoft Office speech buttonRead & Write plug-in for ChromeATbar for web browser and WindowsSelect to speak in iPad/iPod/Mac


Is it being used?20% of candidates at GCSE/A-level qualifying for a reader are using text to speech83% of students receiving text to speech through DSA found it useful (Draffan et al, 2013).

Is this a reading/dyslexia problem?Studies have shown between 30% and 70% of users fail to make use or adopt their assistive technology


First impressions count the voice!

http://access.ecs.soton.ac.uk/blog/atbar/2013/12/05/exploring-new-voices-for-atbar/


Many factors influence technology useTechnology Acceptance Model (Davies,1989)Recent study on adoption of reading technology highlighted social factors (Deibel, 2011)

The likelihood of an assistive device being used is a product of the users motivation to perform the task and the necessity of the device for the task. This product is reduced by the sum of the time the task will take, the effort involved in using the AT, and the social weight of the device. All shaped by the context of the user at the moment.


Barriers and Facilitators to Uptake of Assistive TechnologiesREDUCE STIGMAIMPROVE COMPETENCY & CONFIDENCEINVOLVE USERS IN DEVELEOPMENT & USEIMPROVE FUNCTIONALITY & DESIGNPROVIDE TIMELY ACCESSPROVIDE TECHNICAL SUPPORTIMPROVE AWARENESSENHANCED OUTCOMES?BETTER EXPERIENCE FOR USERS & PROVIDERS?SMOOTHER TRANSITION BETWEEN PHASES OF LIFE?BETTER USE OF RESOURCES?

Draffan et al (2015) Barriers and Facilitators to Uptake of Assistive Technologies: Summary of a Literature Exploration.

Draffan EA1,James A1,Cudd P2,Bentley C2 (2015) Barriers and Facilitators to Uptake of Assistive Technologies: Summary of a Literature Exploration. Pp 350 - 356Studies in Health Technology and InformaticsVolume 217: Assistive Technology

DOI10.3233/978-1-61499-566-1-350

20853 London final April 2008711/03/2016Abi James BDA INternational Conference 2016

Can we influence technology adoption?Increase ease of useOrganisationCan I get the software installed?TechnicalIs the interface easy to use?Will I need technical support all the time?PersonalCan I learn to use this tool?

Perceived benefitsOrganisationIs this going to be worth the money I spend on it?Technical Is this going to bring the benefits I need?Will it support the tasks I need to undertake?PersonalWill I feel comfortable using this?


STREET Model for selecting & evaluating assistive technologies


STREET Model for selecting & evaluating assistive technologies (Draffan et al, 2016)Dexterity & mobilityCognition & processing

Receptive / expressive languageHealth

Organisation & Planning Understanding information

Time, money & numeracyDaily livingMemory & Recall

TrainingPeer & family support

Professional supportTechnical support

Personal preferences / strategiesConfidence

Technology skillsPerceived benefit

System / operating environmentCompatibility

Accessibility constraintsSecurity & IT Policies

Word processing & proofing toolsRecording / capturingGraphical mapping / planning

RemindersCalculators & mathsAlarms & environmental controls


Case study: provision of text to speech in exams

SchoolStudentAwardingbodyRegulator


STREET: influence on using text to speech in exams

Understanding information



Personal preferences / StrategiesConfidence


System /Operating EnvironmentCompatibility


Word processing & proofing tools


STREET: influencing factors on using text to speech in examsTrainingPeer & family support

FinancialProcurementTime-frame

ConfidencePerceived benefitMetacognition

Prior knowledge & experiencePersonal preferences Technology skills

System /Operating EnvironmentSecurity & IT Policies

Accessibility constraintsCompatibility

The student


How do we increase use of text to speech in exams?Supportive policy environmentEngage senior managers to secure the necessary resource, particularlyStaff time from ITTime for students to learn and use the technologyCapture the benefits for the organisation as a wholeCost benefitsStudent outcomesEngage with the student to improve skills and confidence


Case study: designing text to speech for maths - STEMReader projectAIM: to develop a usable, sustainable tool for reading aloud maths notationIncorporate user feedback within the software designopen bracket, 4 x minus 3 y, close bracket, plus 7 open bracket, x plus y, close bracket.


STEMReader: Making Maths ReadableAssist with accessing, creating and understanding STEM learning materialsRead aloud maths accurately personalised for the learnerIncrease confidence with maths notationwww.stemreader.org.uk [email protected]


Case study: designing text to speech for mathsDexterity & mobilityCognition & processing

Receptive / expressive languageHealth

Time, money & numeracy



Personal preferences / strategiesConfidence


System / operating environmentCompatibility



ConclusionSuccessful use of assistive and supportive technology is impacted by many factorsNot all of them are technology related!Think about what factors you can influence when selecting and introducing technology

a mismatch [of technology] can hamper the students ability to use coping strategies to manage their dyslexia Stacy (1998)


Contact detailsAbi [email protected]://access.ecs.soton.ac.uk/ATbar: www.atbar.org STEMReader: www.stemreader.org.uk


ReferencesDavis, F. D. (1985).A technology acceptance model for empirically testing new end-user information systems: Theory and results(Doctoral dissertation, Massachusetts Institute of Technology).Deibel, K. (2011).Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities(Doctoral dissertation).Draffan, E. A., James, A., Wald, M., & Idris, A. (2016). Framework for selecting assistive technology user-participation methods. Journal of Assistive Technologies, 10(2).Draffan EA,James A,Cudd P,Bentley C (2015) Barriers and Facilitators to Uptake of Assistive Technologies: Summary of a Literature Exploration. Pp 350 356. Studies in Health Technology and Informatics. Volume 217: Assistive TechnologyDraffan, E. A., James, A., Wilkinson, S., & Viney, D. (2013) Assistive technology and associated training: a survey of students who have received the Disabled Students Allowances. Journal od Inclusive Practice in Further and Higher education. Issue 5.1 Special Edition, 5-10.Stacey, G. (1998) Equal opportunities and staff concerns, paper presented at the 2nd International Conference on Dyslexia in Higher Education, University of Plymouth.

Improving the chances of reading with technology

Education

Transcript of Improving the chances of reading with technology