Using a voice synthesizer to increase reading comprehension levels of learning disabled adults:implications for training

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dc.contributor.authorGlickstein, Barbara H.en
dc.contributor.committeechairWilliges, Robert C.en
dc.contributor.committeememberDryden, Robert D.en
dc.contributor.committeememberHouck, Cherry K.en
dc.contributor.departmentIndustrial Engineering and Operations Researchen
dc.date.accessioned2014-03-14T21:37:09Zen
dc.date.adate2009-06-08en
dc.date.available2014-03-14T21:37:09Zen
dc.date.issued1990-06-29en
dc.date.rdate2009-06-08en
dc.date.sdate2009-06-08en
dc.description.abstractResearch efforts to determine the needs of special populations has increased in the field of human factors. The majority of these efforts are focused on the physically disabled. Little attention has been paid to the learning disabled, and specifically, the learning disabled adult. A single factor between subject design was utilized to evaluate the effectiveness of using a voice synthesizer to increase reading comprehension levels of learning disabled adults. The independent variable was presentation mode. The Passage Comprehension subtest of the Woodcock Reading Mastery Tests-Revised was presented via the computer. Subjects were required to complete the test under one of two conditions: with voice feedback or without voice feedback. Dependent measures included total correct answers and reaction time. Also, using a seven-point Likert scale, subjective data regarding various aspects of the voice synthesizer was collected. The Passage Comprehension subtest of the Woodcock-Johnson Psycho-Educational Battery-Revised was also administered to each subject by the experimenter. Comparisons of total scores were then made between the different administration formats. Analysis of the data was conducted using ANOVAs and t-tests. Results indicated no significant differences. Such results were attributed to the small sample size, the subject's potential familiarity with the type of test administered, and compensation skills already developed and maintained by the learning disabled subject. It was concluded that additional research was needed in order to understand the effects of using a voice synthesizer to increase reading comprehension levels and in adapting training programs in industry for the learning disabled.en
dc.description.degreeMaster of Scienceen
dc.format.extentviii, 84 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-06082009-171032en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06082009-171032/en
dc.identifier.urihttp://hdl.handle.net/10919/42912en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V855_1990.G553.pdfen
dc.relation.isformatofOCLC# 23603689en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V855 1990.G553en
dc.subject.lcshLearning, Psychology ofen
dc.subject.lcshReading comprehensionen
dc.subject.lcshVoice disordersen
dc.titleUsing a voice synthesizer to increase reading comprehension levels of learning disabled adults:implications for trainingen
dc.typeThesisen
dc.type.dcmitypeTexten
thesis.degree.disciplineIndustrial Engineering and Operations Researchen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Scienceen

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