PC-reading

Erik Arendal, ConsultantMEd in Special Needs Education

The Danish Centre for Assistive Technologywww.hmi.dk ear@hmi.dk

This session

• A brief introduction to:– Danish thoughts and ongoing

discussion to reading and solutions for dyslexics.

– WHO – the ICF Model on disability

• Project PC- Reading• Danish national research project for adults

with dyslexia using AT

• Questions and discussion

Dyslexia/reading difficulties

• High demands for reading in modern life

• In Denmark about 20% have poor reading skills, creating difficulties in everyday life, work and education

• The traditional solutions in Denmark:– Reading/writing courses for adults

What is reading

Reading = decoding X understanding• A cognitive processes in the brain• Decoding - getting new input from

text • By eyes, ears or fingers (Braille)

– And• Understanding the input

Dyslexic readers/writers• The major problem is decoding the

text– In writing the major problem is coding the

text (spelling)• No (or minor) understanding problem• Compensation can be done by helping

decoding the text.– Assisted reading:

• E.g. text read out aloud by TTS software

– Assisted writing:• E.g. assisted by word prediction software

International Classification of Functioning, Disability and Health by WHO ( ICF)

Body functionBody function ActivitiesActivities ParticipationParticipationand structuresand structures

Health conditionHealth condition(disorder/disease)(disorder/disease)

Environmental PersonalFactors Factors

Interaction between components of ICF – Traditional reading courses

Body functionBody function Learn Learn ParticipationParticipationand structuresand structures to r to readead

Health conditionHealth condition(dyslexia)(dyslexia)

Environmental PersonalFactors problem ?

Interaction between components of ICF – Assisted reading or “PC-reading”

Body functionBody function PC PC ParticipationParticipationand structuresand structures r readingeading

Health conditionHealth condition(dyslexia)(dyslexia)

Environmental PersonalDigital texts Factors Assistive Tech./AT

A Danish concept:

ICT rucksackfor people withdyslexia

ICT rucksack – to assist reading and writing • Laptop Computer - including:

– Text-to-speech software - TTS– Word prediction software– Scanner and OCR software

• C-pen (Scannerpen)

– Word-processor – Internet, e-mail etc.– E.g. digital and accessible texts

Danish government solution for people with dyslexia

• Students: (from age 16 and up):– Ministry of Education (www.spsu.dk)– ICT rucksack– Digital textbooks (scanning/OCR)

• At work– Job centre (municipality)– ICT rucksack +

• Smartphones/tablets with TTS (just starting)• etc.

PC-reading

• A national Danish research project– Nationwide: 11 of 14 counties– Start: 2005– End: 2010

• Final report, other documentation and English summary: www.hmi.dk/pc-laesning

• Target group: adults with dyslexia eligible for ICT rucksack grant– To be used at study or at work

Participants

• 121 adults with dyslexia enrolled consecutively

• 89 participants stayed in the study (74%) – Age 17-58 years (mean 30 years)– 39 studied, – 28 had jobs, – the remainder: unemployed, pensioners etc.

Tests • Basic dyslexia test:

– Specific reading problem • Decoding words (e.g. reading “non-word” test)

– See Danish research and tests (in English) – click here

• Screen reading test (SRT)– New test developed by the project

• Semi structured Interview– Start: “How is your situation at work or study”– End: “Does assistive technology/AT help you”

• In-depth interview of 3 selected interviewees - with severe dyslexia– As part of the research in my MEd degree

Screen reading test without ICT rucksack (SRT)

Dyslexia test

Semi structured interview

Screen reading test with IT rucksack

(as a PC-reader)

Learn to use IT rucksack

Screen reading test with IT rucksack

Semi-structured interview

1 year as pc reader

Project - procedure

In depth interview of 3 participants with severe dyslexia.

SRT testText reading

• Simple text• Without -• and later with• TTS• 5 texts = 30 items:• score 0-30

Research results in 3 parts:• SRT – Screen Reading Test• Follow up interview after one year as a pc-

reader using AT– All participants

• both students (some with minor reading difficulties)• and workers (skilled/unskilled – some with major

difficulties)

• In- depth interview of 3 participants– Unskilled workers with severe dyslexia

SRT test - results

0

5

10

15

20

25

30

35

1 5 9 13 17 21 25 29 33 37 41 45 49 53 57 61 65 69 73 77 81 85 89

Participants

Ch

ang

e sc

ore

Correct answers – NON pc-reader: 8/30

One column = One participant

Correct answers – pc-reader: 29/30

SRT test- short term efficacy

• Major effect for people with severe difficulties– They PC-read and understand immediately,

no long time training is necessary.– This group represents mostly skilled and

unskilled workers

• No or less validated results for people with minor difficulties– They solve the test without using TTS (the

texts were too short and easy for them in this test)

– This group represents mostly students

Follow up interview How does AT influence your

reading ?• How often do you use AT when you read

– Always, usually or now and then 79 %

• How is your reading now using AT compared to earlier without AT?– I read more 81 %– I read faster 70 %– I can easier understand the text 92 %– I read more difficult texts 78 %

Follow up interview How does AT influence your

writing ?• Do you use AT for writing ?

94 %• How is your writing now using AT

compared to earlier without using AT? – I write more 81 %– I write faster 57 %– I make fewer errors 82 %– I use a larger vocabulary 79 %– I write longer texts 73 %

Follow up interviewHow does AT influence your

education- students only

• Do you use AT in your study 92 %• Does AT positivly influence your study

– (None, Some, Very much)

Very much Very much + Some– Complete your education 77% 100%– Easier overcome the curriculum 61% 87%– Get/got better grades in examination 68% 87%

• The value of AT is great for students also

Follow up interview How does AT influence your job

- all participants

• Do you use AT at your job 29%– Both full time and parttime jobs

(students)

• IF Yes:– Does it help you at work 56%

Follow up interview How does AT influence you as a

person – overall ?• Positively influence for:

– None, Little, Some, Very much

Very much + Very Much Some – Your self-confidence 38% 75%– Your independence 40% 83%– Your believe in wanted education 32% 62%– Your believe in wanted job 33% 67%

In- depth interview

• 3 selected participants– Severe dyslexics (Score = 0 in SRT without AT)– Great short term efficacy (Score > 20 in SRT

with AT)

• Unskilled workers – all men– All 3 had jobs - Age 23, 40 and 56 years

• Granted equipment– Ict rucksack (laptop, TTS, scanner, OCR )

• Focus on whole life situation – Both before and after - when using AT

The equipment/AT was not used at work

• All 3 had chosen jobs, which demanded very little reading and writing– Unskilled workers - wood- and metal

production• Difficult to use at work

– Dust and dirt at the workingplace – Hard texts to scan/OCR (complicated layout)– Long time to use

• AT was not working with computers and other technology at the working place

The equipment/AT was used very much at home/privat

• Scanning, OCR and reading of manuals etc – from the job – Very difficult, but they tried and it

was of great help.

• Scanning of letters – E.g. official letters from municipality

• Internet, e-mail m.m.– Newspapers, hobbies, family, friends

etc.

Potential at work - as the 3 participants see it

• AT (TTS) on the machine/computer at work

• Manuals etc. in a digital accessible format. – On computers at work or send by e-mail

• At education and professional courses – Books an other course materials in

digital accessible formats

Largest value in their whole life situation

• Independence of others ”helping” them– Quote: ”It can read everything for me, now I

don’t depend on others to read for me”

• Self-confidence – Quote: ”Now I can do whatever I want”

• New believe in education and jobs– Quote: ”I can be professional educated, and

I can attend professional courses”– Quote: ”I can manage a job where I have to

read – if I wish to change job”

Summary• Great and immediate value

– Both participants with severe dyslexia (SRT)– And students with better reading skills

reading more difficult texts (Follow up interview)

• Follow up interview: Great value for all– A majority in both groups say they read and

write significantly more and better using AT.– More self-confidence and believe in

education and jobs• In-depth interviews:

– Great value in private life, but not used at work (so far)

– Independence and self-confidence is the key words for them

Perspectives

• The research project points at 3 themes as an outcome of the results:– Greater and general use of AT– Greater and general use of digital

accessible texts– A changed attitude on reading and

new solutions for dyslexics

Greater and general use of AT

• AT software installed on ”every” computer in education– Inclusion of dyslexics– Not only dyslexics can benefit from AT (e.g.

word prediction)• AT as a possibility on

computers/technology at work– E.g. installed on computers or as an USB-

device• Use of mobile technology

– Smartphones/iPhone, Tablets/iPad, Smart/QR-codes, Videos etc.

Greater and general use of digital accessible texts

• Digital and accessible formats of books and text-materials – Both in education and at work.

• Directly from the publisher.• And or• Made accessible and available by the

institution of education, or by the employer

A change in attitude on reading and new solutions for dyslexics

• From training/learning to read as the ”goal”– To read for learning (e.g. as a Pc-reader)– To equal participation - in spite of dyslexia– To acceptance of Pc-reading and diverse

learning

• From an individual learning disability– To environmental responsibility– To implement the UN Convention

on the Rights of Persons with Disabilities

UN - Convention on the Rights of Persons with

Disabilities

• Denmark has signed the convention and a ratification is ongoing - e.g.:– Article 9 - Accessibility

• Including information/knowledge and ICT

– Article 24 - Education

• Are the 3 themes an ”easy” way to implement CRPD for dyslexics ?

More information and documentation

• www.hmi.dk/pc-laesning – Research report – methods and results– Summary in English– Masterproject (Masterafhandling)

– Danish: Voksne ordblindes anvendelse af it-hjælpemidler

– Abstract in English

– Information-booklet• Cases and summary conclusions

– Only in Danish

Questions and comments