Access: Language Arts

In 2013 during Phase I, the project team developed and tested a prototype app. The app included simplified versions of researcher-developed content whereby middle school students with cognitive disabilities listened to grade aligned nonfiction stories read-aloud, while individual words were highlighted on the tablet. These stories also included symbol supports, vocabulary instruction with in-text definitions, and comprehension questions. At the end of Phase I, pilot research with three students and two teachers demonstrated usability as the app operated as intended, and initial feasibility as the teachers were able to integrate the tool within standard practice and students found the app to be engaging.

During Phase II, the project team added additional components to the existing prototype, including adaptive instruction to adjust to individual student differences, formative data feedback to guide individualized instruction, additional stories, and additional skills in research and writing. When the technology was fully developed, the research partners at East Tennessee State University carried out an iterative investigative process by implementing three studies to explore the usability and feasibility, fidelity of implementation, and the promise of the app to improve a variety of ELA skills. In study 2, the team completed a randomized control study with approximately 30 students, half of whom were randomly selected for intervention. Students in the control group were provided with the intervention at the end of the study. Analyses compared pre- and post-test ELA scores.