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Remedial and Special Education
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Computer-Assisted Reading

Effects of Whole-Word Feedback on Fluency and Comprehension in Readers with Severe Disabilities

Mary E. Farmer

Mary E. Farmer, MSc, is a doctoral student in the clinical psychology program at Dalhousie University, Halifax, Nova Scotia. Her research involves investigating auditory and visual processing abilities of students with reading disabilities. Address: Mary E. Farmer, Department of Psychology, Dalhousie University, Halifax, Nova Scotia, Canada B3J 4H1.

Raymond Klein

Raymond Klein, PhD, is a professor of psychology at Dalhousie University. His interest in attention and human performance has led to research projects on visual orienting, word recognition, reading, and individual differences.

Susan E. Bryson

Susan E. Bryson, PhD, is associate professor of psychology at York University, Toronto, Ontario. Her current interests include basic and applied research in the field of learning disorders.

The advent of computer-assisted reading programs that utilize computer-synthesized speech provides an opportunity for readers with disabilities to obtain reading practice in an informative and nonthreatening situation. This article provides a review of studies that have used computer-assisted reading programs, with and without synthesized speech. It also describes a pilot study with readers having severe disabilities, using computer-synthesized speech in a reading program, in an attempt to improve their word recognition abilities. Possible reasons for the lack of significant findings in this study, and recommendations for future research, are discussed.

Remedial and Special Education, Vol. 13, No. 2, 50-60 (1992)
DOI: 10.1177/074193259201300208
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