DIRECT INSTRUCTION +
KURZWEIL 3000 = INCREASED ACHIEVEMENT:
Area Education Agency 267
9184B 265th Street
Education Agency 13
P.O. Box 1109
Council Bluffs Iowa 51503
Day Phone: 712—366—0503
Area Education Agency
2814 North Court
Day Phone: 641—682—8591
Day Phone: 319—273—8200
1520 Morningside Avenue
Day Phone: 712—251—0699
the 2004-2005 school year training was provided to participants on Kurzweil
3000 with embedded study skills and the study’s data collection strategies.
Data were 9athered on 73 students in sixth or seventh grade students with
readin9 disabilities who scored non-proficient on the Iowa Test of Basic
Skills. Eighty four percent of the students had mild disabilities while 16% had
moderate disabilities. The average time spent in general education environments
was 62%. Twice a month their reading skills were tested. The results showed
growth in both reading speed and comprehension. The data show a positive trend
in reading fluency. The average reading rates improved by 16 words per minute.
Fuchs, Hamlett, Walz, & Germann (1993) report that the realistic weekly
improvement rate in reading fluency for sixth grade special education students
is .3 words. At that rate students should have improved an average of 7 words
per minute instead of the average of 16 words they accomplished. This resulted
in an average increase of .75 words per week. With this rate of improvement,
one could conclude at this rate students could meet aggressive reading goals.
the data showed a positive trend in the comprehension scores over the 23 week
period. The average comprehension score improved by 13% per student.
data indicated there was a highly significant relationship between levels of
use of the program and reading rate. One possible explanation is that as teachers’
skills and use improve, student academic achievement improves. A small but
significant relationship between levels of use and comprehension scores also
students (59%) completed an online survey assessing their impressions of the
project and the impact of the text reader software. 95% liked the software. 91%
thought it was pretty easy or very easy to learn. 93% reported it helped them
with their reading. 72% reported it helped them stay on task. 86% reported it
helped them work better independently. 79% reported it helped them earn better
grades on tests. 56% reported it helped them have better attendance at school.
77% reported it helped them feel better about themselves. 75% reported it helped
interest them in what they were learning. 84% reported it helped them understand
what was written in their books. 81% reported it helped them get their work
done. 58% reported it improved how well they wrote.
teachers (45%) completed the online survey assessing their impressions of the
project and the impact of the text reader software. 100% liked using the
Kurzweil text reader. 78% said it was easy to use. 33% thought it was somewhat
difficult to use while none said it was very difficult to use. 100% reported it
helped their students read. 100% reported it helped their students stay on
task. 100% reported it helped their students work independently. 88.9% reported
it helped their students get better grades on tests. 22% reported it increased
attendance at school. 89% reported it helped students feel better about
themselves. 89% reported it improved students’ interest in what they are
learning. 100% reported it helped students understand what is written in their
books. 100% reported it helped students complete their work. 55% reported it
helped students improve how well they wrote.
Fuchs, L., Fuchs, D., Hamlett, C.L., Walz, L., & Germann, G. (1993). School Psychology Review, vol. 22, 1-30.