Audio-supported Reading: Myth or Reality?
Link to the event page for this webinar
Link to webinar evaluation
Resources Presented
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Slide 3: AEM Center
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Slide 11: YouTube video of BrailleNote with Speech and Braille
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Slide 12: HumanWare BrailleNote
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Slide 15: Audio-Supported Reading in Action: New Tools, Increased
Proficiency (featuring Richard Jackson)
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Slide 17: Bookshare Web Reader
Articles used in webinar development
Baddeley, A.D. (2007). Working Memory, Thought and Action. Oxford, U.K.:
Oxford University Press.
Barclay, L. (2012). Learning to listen/listening to learn: Teaching listening skills to
students with visual impairments. New York: AFB Press.
Corn, A.L., Wall, R.S., Jose, R.T., Bell, J.K., Wilcox, K., & Perez, A. (2002). An
Initial Study of Reading and Comprehension Rates for Students Who Received
Optical Devices. Journal of Visual Impairment & Blindness 96(5), 322.
Ferrell, K.A., Mason, L., Young, J., & Cooney, J. (2006). Forty Years of Literacy
Research in Blindness and Visual Impairment. Boulder, CO: National Center on
Low-Incidence Disabilities.
Jackson, R.M. (2012). Audio-supported reading for students who are blind or
visually impaired. Wakefield, MA: National Center on Accessible Instructional
Materials. Retrieved from http://aem.cast.org/navigating/audio-supportedreading.html
Jackson, R.M., & Karger, J. (2015). Audio-supported reading and students with
learning disabilities. Wakefield, MA: National Center on Accessible Educational
Materials. Retrieved from http://aem.cast.org/about/publications/2015/audiosupported-reading-learning-disabilities-asr-ld.html
National Center on AEM at CAST; 40 Harvard Mills Square, Suite 3; Wakefield, MA 01880-3233
Voice: (781) 245-2212 TTY: (781) 245-9320 Fax: (781) 245-5212 Web: http://aem.cast.org
Koskinen, P.S., Blum, I.H., Bisson, S.A., Phillips, S.M., Creamer, T.S., & Baker,
T.K. (2000). Book access, shared reading, and audio models: The effects of
supporting the literacy learning of linguistically diverse students in school and at
home. Journal of Educational Psychology, 92(1), 23-36.
Parr, M. (2013). Text-to-speech technology as inclusive reading practice:
Changing perspectives, overcoming barriers, Learning Landscapes (Living in the
Digital World: Possibilities and Challenges), 6(2), 303-322. Retrieved from
http://www.learninglandscapes.ca/images/documents/ll-no12/parr.pdf
Rasinski, T.V. (1990). Effects of repeated reading and listening-while-reading on
reading fluency. The Journal of Educational Research, 83(3), 147-150.
Rose, D. & Dalton, B. (2006). Plato Revisited: Learning Through Listening in the
Digital World. From National Center on Universal Design for Learning. Retrieved
from http://www.udlcenter.org/sites/udlcenter.org/files/Plato_Revisited.pdf
Sweller, J. (2003). Evolution of Human Cognitive Architecture, In The Psychology
of Learning and Motivation, Volume 43. Brian Ross (eds.). San Diego: Academic
Press.
Wood, S.G., Moxley, J.H., Tighe, E.L., & Wagner, R.K. (2017). Does use of textto-speech and related read-aloud tools improve reading comprehension for
students with reading disabilities? A Meta-Analysis. Journal of Learning
Disabilities, 1-12.