Assistive Technology for Students with Visual Impairments and Blindness

Mulloy, Austin; Gevarter, Cindy; Hopkins, Megan; Sutherland, Kevin S.; Ramdoss, Sathiyaprakash

doi:10.1007/978-1-4899-8029-8_5

Cited by 31 publications

(11 citation statements)

References 96 publications

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“…The participants in the studies needed to have fundamental reading skills because learning to read involves different processes than reading to learn (van den Broek & Kendeou, 2017). Also, the studies needed to have participants who did not report disabilities, including visual impairments, to avoid possible confounds related to disabilities (e.g., electronic text can be enhanced to ease reading for individuals with visual impairments; Mulloy, Gevarter, Hopkins, Sutherland, & Ramdoss, 2014). Any texts used in the studies to examine reading needed to be longer than one sentence to avoid confounds related to sentence-level and discourse-level reading (Berninger, Nagy, & Beers, 2011;Carpenter, Miyake, & Just, 1995).…”

Section: Eligibility Criteriamentioning

confidence: 99%

Reading from paper compared to screens: A systematic review and meta‐analysis

Clinton

2019

Journal Research in Reading

260

196

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Background Given the increasing popularity of reading from screens, it is not surprising that numerous studies have been conducted comparing reading from paper and electronic sources. The purpose of this systematic review and meta‐analysis is to consolidate the findings on reading performance, reading times and calibration of performance (metacognition) between reading text from paper compared to screens. Methods A systematic literature search of reports of studies comparing reading from paper and screens was conducted in seven databases. Additional studies were identified by contacting researchers who have published on the topic, by a backwards search of the references of found reports and by a snowball search of reports citing what was initially found. Only studies that were experiments with random assignment and with participants who had fundamental reading skills and disseminated between 2008 and 2018 were included. Twenty‐nine reports with 33 identified studies met inclusion criteria experimentally comparing reading performance (k = 33; n = 2,799), reading time (k = 14; n = 1,233) and/or calibration (k = 11; n = 698) from paper and screens. Results Based on random effects models, reading from screens had a negative effect on reading performance relative to paper (g = −.25). Based on moderator analyses, this may have been limited to expository texts (g = −.32) as there was no difference with narrative texts (g = −.04). The findings were similar when analysing literal and inferential reading performance separately (g = −.33 and g = −.26, respectively). No reliable differences were found for reading time (g = .08). Readers had better calibrated (more accurate) judgement of their performance from paper compared to screens (g = .20). Conclusions Readers may be more efficient and aware of their performance when reading from paper compared to screens.

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Section: Eligibility Criteriamentioning

confidence: 99%

Reading from paper compared to screens: A systematic review and meta‐analysis

Clinton

2019

Journal Research in Reading

260

196

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“…The teaching resources for visually impaired students were all physical resources until recently when the computational technology arrived to contribute to teach this public (Mulloy, 2014;Gasparetto, 2016). These physical resources can be used in all disciplines or areas of study, depending on the techniques or methods employed, aiming to help the student to achieve their learning more effectively (Sá, 2007).…”

Section: The Predominance Of Visual Resources For Teaching Math Leadsmentioning

confidence: 99%

Mathematics and blindness: let's try to solve this problem?

T.M.M.¹,

Castro²,

Alves³

et al. 2016

SIJMAS

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According to World Health Organization, the number of people with blindness due to infectious diseases has reduced in the last 20 years whereas 80% of all visual impairment can be prevented or cured. Despite of that, 285 million people are estimated to be visually impaired worldwide as about 90% are from low-income society. Considering this scenario, it is still necessary to think about this public and know how to teach them disciplines such as Mathematics that are important to their lives as citizens. The Mathematics concepts are always in need for living in our society as we have to pay bills and considering that Mathematics knowledge is demanded all time from health to payment. In this article, we briefly discuss the blindness and the Mathematics universe, pointing this educational area as one that should be more educational developed. The article also intends to stimulate and contribute for the production of new strategies and didactical materials for teaching Mathematics to this public with special needs.

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“…Visual impairment is a worldwide disability problem, which has been seen as a ‘global public health problem’. However, Mulloy et al [12] argue that the use of assistive technology (AT) for users with visual impairments and blindness has the potential to improve interactivity and accessibility outcome via enhancement of existing sight abilities and/or engagement of other senses. Visual impairment exists in various groups of individuals including children, unskilled, disabled and also the elderly as they face serious problems in using information and communications technology (ICT) tools.…”

Section: Statement Of Problemmentioning

confidence: 99%