Responsive Reading: Improving Reading in Adolescents and Adults, Track 2
PI: Flanagan, Sara (Education and Human Development, UMaine)
Sector: Education, Computer Science
Partners: UMaine
Abstract: Secondary students with or without a disability may lack the needed reading skills to exit high school prepared for competitive employment and daily living (e.g., paying bills, reading directions). The National Assessment of Education Progress suggests that approximately 28% of 8th graders in Maine are not meeting basic grade-level standards. Maine recognizes adult illiteracy as a state-wide concern for employment. Illiterate adults earn between 30 and 42% less than literate adults, are less likely to make gains in employment or have meaningful employment, and are less likely to go onto postsecondary education. Reading skills can be improved and supported through instructional technology, such as literacy software. The objective of this research is to develop Responsive Reading to remediate beginning reading in secondary students and adults using an age-appropriate software. Existing apps and software for beginning reading are heavily targeted towards young children in theme (e.g., Sesame Street) and features (e.g., excessive sound and animation).