Point-and-Read Training Project

Title: Point-and-Read™ Training Project

Grantee: Point-and-Read, Inc. For more information contact bslotznick@simtalk.com

Grant: Special Projects: #21490016
Granting Agency: Pennsylvania Developmental Disabilities Council
Grant Term: October 1, 2002 through December 31, 2003.

Background: Point-and-Read, Inc. has developed patent pending screen reader software. The screen reader, or Talking Browser, has features specially designed for people with developmental disabilities, low vision or hand-motor limitations. When the user points to text in any web page using the computer's cursor, the software automatically highlights the text. If the user keeps the cursor over the text, the computer will read the text aloud. The Talking Browser also features "clickless" activation for individuals with hand-motor limitations, reminders for people with sequencing issues, and location aids for people who have a hard time distinguishing right from left.

Project Purpose: The purpose of the project was to develop a model and method of training people with developmental disabilities and their advisors how to use the Point-and-Read™ Talking Browser. The project was also intended to evaluate the effectiveness of these methods by training consumers and advisors.

Results: During the course of this project 22 consumers, along with 6 advisors were taught to use the Talking Browser. All were able to use the software. Most were able to use it independently. Different teaching methods and materials were tried.

1. The 32 original lessons provide a comprehensive set of lessons that teach most skills needed to use the Point-and-Read™ Talking Browser. These materials have been used most successfully to teach consumers who have some familiarity with a computer mouse and can already read (even if reading is difficult or slow).
2. Additional materials (36 lessons plus 17 homework assignments) teach more basic skills. These materials have been used successfully with people who cannot read or have some sequencing limitations. Because of the pre-recorded instructions and repetition, they can be taught by a non-expert parent or family member.
3. Small-group seminars with hands-on and collaborative teaching can be both quick and effective ways to teach groups of people who already know and interact well with each other. Illustrated children's stories were used as teaching materials. Special materials have yet to be developed, but are likely to include a set of one-page-long stand-alone stories for each skill to be taught.
4. Teaching in daycares can be successful, but success will be limited unless a quiet space is available for teaching without distractions or interruptions. Both the additional materials and illustrated children's stories by themselves were used as teaching materials, but today's children are used to the razzle-dazzle of video games. Boredom sets in rapidly and greater success may require adding more interactive and animated elements to materials designed for short discrete hands-on lessons.