Point-and-Read Training Project

Title: Point-and-Read Technology Early Literacy Project

Grantee: Speaking for Ourselves. Collaborating entities include the Center for Outcome Analysis, Inc. and Point-and-Read, Inc. For more information contact bslotznick@simtalk.com

Grant: Enhancing Early Literacy and Education For Children with Developmental Disabilities: Project of National Significance Grant #90DN0101
Granting Agency: U.S. Administration on Developmental Disabilities
Grant Term: October 1, 2002 through September 30, 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 evaluate whether the Point-and-Read™ Talking Browser could enhance early literacy efforts for children with developmental disabilities. The project also entailed developing teaching materials for those literacy efforts.

Results: During the course of this project, Point-and-Read technology has been able to teach important pre-reading skills that are essential for successful Early Literacy efforts. A significant number of educational materials have been adapted for electronic presentation. The materials were created for young children, but have so far been tested primarily by adult self-advocates. There is every reason to believe that other important pre-reading skills could be taught in similar manner by extending this research and these materials.

1. The 36 lessons and 17 homework assignments (full length picture books) teach basic skills computer skills, such as using a computer mouse, as well as the basic skills needed to use the Point-and-Read™ Talking Browser. They also taught "print familiarity", the notion that reading proceeds from top to bottom and from left to right, that at the end of each line the reader must "swoop" back to the left-most part of the next lower line, and at the end of a page, the reader must do something (such as turn a page or activate a link) to get the next page. 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. There is a need for similar additional lessons for additional important skills.
2. An additional 35 full length illustrated stories (one picture on each page) were designed to reinforce the skills being taught. There is no point in learning to read, if there is nothing to read. Counting both the homework assignments and the additional stories, the 50 plus electronic books adapted for this course of study provide the beginnings of an online library of picture books that is accessible by all children, including pre-readers and non-readers. These picture books are currently hosted at www.simtalk.com/library. A recent study has found that the availability and use of books by young children is highly correlated with their reading readiness. Funds will continue to be sought to augment this important content creation effort.
3. The original objective of working with young children was not fulfilled. Despite continuing efforts, schools and daycare centers were reluctant to offer parents the opportunity for their children to try the Point-and-Read™ Talking Browser. Only at the end of this grant cycle was such permission obtained. Preliminary results from that post-grant effort suggest that non-reading children can learn to use the Talking Browser, but also highlight the importance of a quiet teaching area with no distractions. Preliminary post-grant results also suggest that training materials may need more razzle-dazzle, because young children now expect as much from computer software and video games.