Paper or Digital Text: Which Reading Medium is Best for Students with Visual Impairments?

Abstract

Introduction The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively. Results All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper. Discussion Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision. Implications for practitioners Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.

Identifying the Requirements of Visually Impaired Users for Accessible Mobile E-book Applications

“…The low vision participants also declared that they used the high contrast feature for more accessible usage on mobile phones. This requirement was consistent with the findings in previous studies [61], [62], [54], [44], [47], [48], [55].…”

A Review of Computer-Assisted Instruction for Students With Visual Impairment

“…Students used word processors to write and edit documents in two studies (Bickford & Falco, 2012; Kamei-Hannan & Lawson, 2012). In two studies, students accessed digital texts through devices (Bouck & Weng, 2014; McLaughlin & Kamei-Hannan, 2018).…”

“…No studies selected a device based on student needs identified through an assessment. Researchers in Bouck and Weng (2014) and McLaughlin and Kamei-Hannan (2018) adjusted device/application settings according to student preference. Student mastery of devices was assessed in Kapperman et al (2011) and Kamei-Hannan and Lawson (2012) before implementing CAI.…”

“…Session lengths also varied. McLaughlin and Kamei-Hannan (2018) contained a session of less than 10 min, three studies reported session lengths of 10 to 29 min (Bouck & Weng, 2014; Kamei-Hannan & Lawson, 2012; McCarthy et al, 2016), and Bickford and Falco (2012) contained sessions lasting longer than 90 min. The remaining studies did not report the length of intervention sessions (Kapperman et al, 2011, 2012).…”

Development of an online digital resource accessible for students with visual impairment or blindness: Challenges and strategies

“…Also, users with visual impairment or blindness typically use their keyboard to navigate, tabling through content and pages and use features like magnifier or high contrast if available. McLaughlin & Kamei-Hannan (2018) recent results shown that the use of digital devices increases reading speed of users with low vision when compared to large print paper, allowing users to adjust the font size, style and color preferences [16]. The Beal & Rosenblum (2018) study also revealed a positive impact on the performance of students with visual impairment to solve mathematical problems using an assistive technology with an iPad instead of working with print or braille materials, depending less of teacher and feeling more motivated to [17].…”