Lezen, leren,leven : een studie naar de ervaringen en effecten van de compenserende software Kurzweil 3000 voor leerlingen met dyslexie binnen het speciaal basisonderwijs

Hoenderken, Marrith (2010) Lezen, leren,leven : een studie naar de ervaringen en effecten van de compenserende software Kurzweil 3000 voor leerlingen met dyslexie binnen het speciaal basisonderwijs.

[img]
Preview
PDF
6MB
Abstract:Children with dyslexia have reading difficulties, despite sufficient intelligence, an adequate instruction and safe social emotional background. Besides these reading and writing difficulties, children with dyslexia may also suffer from comorbidity, problem behavior and motivation problems. In the Dutch primary school system, when a pupil with severe dyslexia cannot function properly anymore, it can be transferred to a special primary school. Here, it can be given more support and attention. To help these children with dyslexia, more and more ICT resources become available to support and compensate for their reading difficulties. At this moment, Kurzweil 3000 is regarded among the most sophisticated resources in the field of compensating software. This computer program reads a digital text aloud, and text on paper can also be transferred to and used within the program. Most research on Kurzweil 3000 finds evidence for improval of reading and writing skills with high school and college students in the United States. However, there is not much research considering pupils in the primary school system. The research described in this thesis focuses on the psychosocial effects on primary school pupils using reading software in the Dutch special primary education system. Ten pupils from one school (SBO de Boemerang, Apeldoorn) were working eight weeks with Kurzweil 3000. Before, during and after their intensive use of Kurzweil 3000 they were tested, observed and interviewed. Also their teachers were interviewed about their experience of the reading software in the classroom situation. The results of this research show that most of the pupils enjoyed working with Kurzweil 3000 and found it easy to use. Both pupils and teachers stated that the use of the reading software supported reading and writing skills. Teachers also reported that the pupils show more motivation towards school activities and that their pupils feel more competent in the school environment. Furthermore, significant improvements were found on their reading skills. Despite these positive results, the computer was not used much more in classroom situations then before the intervention. Even the use of Kurzweil 3000 was less then expected. Also the opinions about the support of Kurzweil 3000 during the internet assignments were predominantly negative. Based on the results of this research, the following conclusions can be made. The experiences with Kurzweil 3000 were predominantly positive. Also, Kurzweil 3000 has a positive effect on the reading performance and improves the psychosocial development of pupils. However, further research is necessary. In future research, it is recommended that a larger group of pupils should work with Kurzweil 3000 for a longer period of time. The use of a control group is also an important recommendation for the future. Furthermore, attention should be paid to the training of teachers in using the software. Then Kurzweil 3000 can be used for more purposes in the classroom, making it a more valuable addition to the teaching of children with dyslexia.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/60469
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page