The DOI matches its Crossref record; 30 of the 33 references it cites were found in a registry or an index.
Access and Benefits: Assistive Technology in Adult Literacy
Abstract
Through access to assistive technology, adult students with learning disabilities can improve their literacy skills and goal attainment as a supplement to regular adult basic education classes. This article describes a project that investigated whether increased engagement with text‐to‐speech and speech‐recognition software could improve participants' foundational literacy skills. Data were gathered through careful observations as well as reflective dialogue with the learners. Three layers are explored: The underlying framework of dialogic research Thematic analysis of students' interactions with the equipment Thematic analysis of the role of the coach Through a series of snapshots of students' approaches to literacy learning with assistive technology and a cross‐case analysis, possibilities and complexities are revealed in the intersection of literacy and technology.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“In a qualitative study on the use of text-to-speech and speech recognition software for improving literacy, students reported being more engaged in learning, more organised and better able to engage in independent study (Silver-Pacuilla, 2006).”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Silver-Pacuilla, 2006
Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789
Collecting and Interpreting Qualitative Materials
Denzin, N. K., & Lincoln, Y. S. (2012) · Cited by 5,977
Data management and analysis methods.
Huberman, A. M., & Miles, M. B. (1994) · Cited by 3,400
Lather, P. A. (1991) · Routledge eBooks · doi:10.4324/9780203451311 · Cited by 1,950
Successful Focus Groups: Advancing the State of the Art
Morgan, D. (1993) · Sage eBooks · doi:10.4135/9781483349008 · Cited by 1,657
Prevalence of Reading Disability in Boys and Girls
Shaywitz, S. E. (1990) · JAMA · doi:10.1001/jama.264.8.998 · Cited by 974
Critical Literacy in Australia
Luke, A. (2018) · Routledge eBooks · doi:10.4324/9781315100951-7 · Cited by 336
From subjects to subjectivities : a handbook of interpretive and participatory methods
Tolman, D. L., & Brydon‐Miller, M. (2001) · New York University Press eBooks · Cited by 297
Other People's Words: The Cycle of Low Literacy
Purcell‐Gates, V. (1995) · Cited by 241
Research works printed but not linked: 13
- Corely M.A., 2002, Annual review of adult learning and literacy, 44
- Fingeret H.A., 1997, Literacy for life: Adult learners, new practices
- Freire P., 1970, Pedagogy of the oppressed
- Glaser B.G., 1967, The discovery of grounded theory
- International Reading Association, 2004, The role and qualifications of the reading coach in the United States
- Kaufman P., 2001, Executive summary of the statistical analysis report of dropout rates in the United States: 2000
- Marder C., 1992, How well are youth with disabilities really doing? A comparison of youth with disabilities and youth in general
- National Adult Literacy and Learning Disabilities Center, 1999, Bridges to practice: A research‐based guide for literacy practitioners serving adults with learning disabilities
- Office of Special Education Programs, 2002, Twenty‐fourth annual report to Congress on the implementation of the Individuals with Disabilities Education Act
- 10.1037/0003-066X.55.1.68 · DOI · Paper page
- 10.1001/jama.1990.03450080084036 · DOI
- Silver‐Pacuilla H., 2004, Assistive technology and adult literacy: Bridging the gap for adults with learning disabilities
- Tyler J.H., 2000, Cognitive skills matter in the labor market, even for school dropouts (Report No. 15)
Cited by
Sorted by citations
Students’ Perceptions of Accommodations in High School and College
Witmer, S. E., Decker, D. M., Lloyd, M. S., & Morlock, L. A. (2011) · Career Development for Exceptional Individuals · doi:10.1177/0885728811415098 · Cited by 57
McDowall, A., & Kiseleva, M. (2024) · Neurodiversity · doi:10.1177/27546330241291769 · Cited by 43
“In a qualitative study on the use of text-to-speech and speech recognition software for improving literacy, students reported being more engaged in learning, more organised and better able to engage in independent study (Silver-Pacuilla, 2006).”
Taymans, J. M., Swanson, H. L., Schwarz, R. L., Gregg, N., Hock, M. F., & Gerber, P. J. (2009) · PsycEXTRA Dataset · doi:10.1037/e513892010-001 · Cited by 36
Naraian, S., & Surabian, M. (2014) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406414538843 · Cited by 27
Effective Literacy Instruction for Adults With Specific Learning Disabilities
Hock, M. F. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219411426859 · Cited by 21
Apprendre avec les technologies numériques : quels effets identifiés chez les adultes ?
Blandin, B. (2012) · Savoirs · doi:10.3917/savo.030.0009 · Cited by 19
Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers
Chib, A. I., & Wardoyo, R. J. (2018) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v19i3.3538 · Cited by 15
Baker, F. S. (2014) · Community College Journal of Research and Practice · doi:10.1080/10668926.2013.835290 · Cited by 8
Bakken, J. P., Uskov, V. L., & Varidireddy, N. (2019) · Smart innovation, systems and technologies · doi:10.1007/978-981-13-8260-4_45 · Cited by 6
Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis
Cullen, T. A., & Cobb, I. C. (2011) · TechTrends · doi:10.1007/s11528-011-0538-0 · Cited by 7
A Systematic Review on the Use of Technology in Learning Disabilities
Doğan, S., & Delialioğlu, Ö. (2020) · Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi · doi:10.21565/ozelegitimdergisi.563763 · Cited by 3
Christopher, N. M. (2013) · Khazar journal of humanities and social sciences · doi:10.5782/2223-2621.2013.16.4.86 · Cited by 2
Literacy Level and Vocational Training for Substance-Using Hispanic Adults
Wood, M. M., Fisher, D. G., Reynolds, G. L., Guzman, Y., & Pedersen, W. C. (2011) · International Journal of Adult Vocational Education and Technology · doi:10.4018/javet.2011040104 · Cited by 1
Literacy Level and Vocational Training for Substance-Using Hispanic Adults
Wood, M. M., Fisher, D. G., Reynolds, G. L., Guzman, Y., & Pedersen, W. C. (2012) · IGI Global eBooks · doi:10.4018/978-1-4666-2062-9.ch006 · Cited by 1
Wasniewski, E. (2011) · ERA: Education and Research Archive (University of Alberta) · doi:10.7939/r39h7g
How does technology impact on the self-beliefs of adult basic education learners?
Nwosu, U. J. (2010) · University of Limerick Institutional Repository (University of Limerick) · doi:10.34961/9343
Investigating ESL Adult Lexical Development with The Use of an Assistive Technology
Wasniewski, E., & Boechler, P. (2012) · Literacy Information and Computer Education Journal · doi:10.20533/licej.2040.2589.2012.0110
Literacy Level and Vocational Training for Substance-Using Hispanic Adults
Wood, M. M., Fisher, D. G., Reynolds, G. L., Guzman, Y., & Pedersen, W. C. (2014) · IGI Global eBooks · doi:10.4018/978-1-4666-5780-9.ch064
How Demographic Data Can Strengthen Equity and Efficiency: The 21st Century Assistive Technology Act
Rogers, S. B. (2026) · Public Integrity · doi:10.1080/10999922.2026.2632392
Metadata
- Authors
- Silver‐Pacuilla, H.
- Affiliations
- American Institutes for Research (US)
- Corresponding author
- Silver‐Pacuilla, Heidi
- Venue
- Journal of Adolescent & Adult Literacy
- Publisher
- Wiley
- Published
- 2006-10
- Volume
- 50
- Issue
- 2
- Pages
- 114-125
- ISSN
- 1081-3004 (ISSN-L)
- 1936-2706
- OpenAlex
- W2024720611
- Cited by
- 19
- References
- 33
- Citations by year
- 2026: 1 · 2024: 1 · 2020: 2 · 2019: 1 · 2018: 1 · 2014: 3 · 2013: 1 · 2012: 3
- FWCI
- 1.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Adolescent & Adult Literacy (publishedVersion)
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Human Factors and Ergonomics › Digital Accessibility for Disabilities
- Keywords
- assistive technology, adult literacy, learning disabilities, text-to-speech software, speech recognition software, adult basic education, dialogical research, student engagement, literacy coaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
