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The aim of the paper is to create a greater understanding of how people who are blind or vision impaired describe their use of audio-based reading technologies, with a particular focus on how they reason about whether the use of these technologies can be understood in terms of reading.

The study is part of the emerging research area Critical Studies of Reading and draws theoretical inspiration from Document Theory, New Literacy Studies and Critical Disability Studies. The article presents a discourse analysis of how 16 university students in Australia who are blind or vision impaired and use audio-based reading technologies describe this use in semi-structured interviews.

The participants relate to a division between ‘real' reading and reading by listening, where the latter is constructed as an exception and is connected to the subject position of being blind or vision impaired. However, resistance is also noticeable, where reading by listening is constructed as something that is normal, and as a right.

The article is a theoretical and empirical contribution to the ongoing discussion on the use of audio-based reading technologies. It presents perspectives from the users of these technologies and argues why a specific understanding of this use is important.

Computer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.

This study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.

11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.

The study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to adult offenders with mild intellectual disabilities (IDs) in a secure hospital.

A single subject pre-post-test design replicated across two participants was used. Two standardized literacy tests were completed at baseline, half way through the intervention, and at the end of the intervention period. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two “treatment as usual” (TAU) control participants who did not complete the program.

Results are positive in terms of the feasibility of running the program, improved reading skills, and self-concept scores for both “intervention” participants compared to the “TAU” participants.

HER was originally developed for typically developing children, and has been found to be effective for children with IDs and developmental disabilities. This is the first study to evaluate this program with an adult population.

The purpose of this study is to examine the effectiveness of instruction in information problem solving within the world wide web (the web) environment. The participants were 20 seventh and eighth grade students with a learning disability (LD) in reading. An experimental pretest‐posttest control group method was used to investigate the effects of intervention in which the treatment group was instructed in information problem solving with the Big6 Skills model. Both groups utilized an essay map organizer. The students researched science and social studies topics on the internet and the web and wrote reports over a three‐month period.

Experimental pretest‐posttest control group study, with a repeated measures design, and a repeated measures ANOVA analysis.

Both groups significantly improved in the quality of writing, text length, and navigation. The treatment group significantly outperformed the control group on the measure of text length and text organization. There were no significant differences between the two groups in prior knowledge, motivation, or gender.

The study was conducted predominantly with the researcher as the instructor in a number of individualized sessions, which limits the generalizability of the study.

This study reveals that students with a reading disability in reading could be taught information problem‐solving skills within the web environment. As technology reshapes our notion of what constitutes “basic skills”, learning with the web calls for instruction in which reading, writing, and information skills should be viewed as interconnected. This interconnection might be especially important for students with LD who are often engaged in practicing various skills in isolation.

This study experimentally examined information problem solving on the web with students with an LD in reading. Much research has been focused on basic reading skills for this group of students, but few studies have examined their learning within electronic environments.

The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the possibilities and limitations that users with print disabilities encounter when using these books. Upon fulfilment of this purpose, it is also possible to identify research needs in the area of talking books.

An analysis of 12 empirical studies concerning the use of DAISY books is conducted. The concept of affordances is employed in the analysis, which focuses on: users of talking books, talking books as objects, and the social settings in which talking books are used.

First, the reviewed literature indicates that the navigational features of the DAISY talking book appear to provide unprecedented affordances in terms of the users’ approaches to reading. However, the affordances of talking books depend, to some extent, on whether the users have visual impairments or dyslexia/reading and writing difficulties. Second, the reviewed literature illustrates that the affordances provided by talking books depend on the settings in which they are used, both in terms of specific social situations and wider socio-political contexts.

Although the need for assistive reading technologies, such as digital talking books, is large, research in this area is scarce, particularly from a user perspective. This paper describes the results of those studies which have actually been conducted on this topic and highlights areas that require further study.

Reports on a conference held in 1989 in Wisconsin, which focused on the topic of providing better access to information for people with disabilities. According to the author, the conference concentrated mainly on those with vision‐related difficulties. Summarizes two of the speeches made at the conference and examines some of the technology on display. Stresses the need for adaptive technology to enable people with a disability to access the increasing amounts of computer technology in everyday life.

This paper discusses the accessibility issues surrounding electronic books, focusing on the opportunities and potential dangers of this new technology, relevant emerging standards, and commercial products that aim to make ebooks accessible to readers with disabilities and learning difficulties.

I Am Helen Keller is a student-friendly reader; yet, it offers realistic insights into Helen’s life as a: student, writer, lecturer, vaudeville performer, and activist. The book relates to students’ real lives because Helen is portrayed as a genuine person rather than an object for herofication; an individual with economic challenges and personality flaws as well as successes. Young students are introduced to the concept of mentoring, as people who sponsored and helped Helen achieve her life goals are described. Helen Keller overcame personal adversity and is often presented to young people in character education. The heart of her story, however, is that she was one of the first civil rights leaders for people with disabilities. She was at the forefront of attitude changes around the world. In this lesson, students engage in analyzing key points of Helen Keller’s life through a read-aloud and Anticipation Guide, discussion, cooperative group work, research, and presentation skills using educational technology.

The paper addresses the importance of clarifying terminology such as visually impaired and related terms before embarking on accessibility studies of electronic information resources in library contexts. Apart from briefly defining accessibility, the paper attempts to address the lack of in-depth definitions of terms such as visually impaired, blind, partially sighted, etc. that has been noted in the literature indexed by two major Library and Information Science (LIS) databases. The purpose of this paper is to offer a basis for selecting participants in studies of accessibility of electronic information resources in library contexts and to put discussions of such studies in context.

Clarification of concepts concerning visual impairment following a literature survey based on searching two major databases in LIS. To put the discussion in context accessibility is also briefly defined.

Although visually impaired and a variety of related terms such as blind, partially sighted, visually disabled, etc. are used in the LIS literature, hardly any attempt is made to define these terms in depth. This can be a serious limitation in web and electronic accessibility evaluations and the selection of participants.

Clearly distinguishing between categories of visually impaired people and the ability of sight of participants is important when selecting participants for studies on accessibility for visually impaired people, e.g. the accessibility evaluation of web sites, digital libraries and other electronic information resources.

The paper can make a contribution to the clarification of terminology essential for the selection of participants in accessibility studies, as well as enriching the literature on accessibility for visually impaired people in the context of LIS.