FIELD OF INTEREST 1

Field of Interest Discussion Essay

The focus of my doctoral program is twofold, special education and digital literacy. I

intend to refine my research skills and expand my knowledge in these areas. Thus far in my

program, I have learned a great deal about the process of conducting research through examining

journal articles directly related to reading interventions and assistive technology.

Learning to read is a complex task that involves a variety of cognitive and linguistic

skills. Reading encompasses decoding, fluency, vocabulary, relating content to prior knowledge,

applying comprehension strategies and monitoring understanding (Edmonds et al., 2009). An

efficient reader can competently intertwine these reading skills to extract information from the

text with little effort. The National Assessment of Educational Progress (2017) reports that 65%

of fourth-grade students and 64% of eighth-grade students are less than proficient in reading.

Difficulty with reading negatively affects a student’s school achievement, grades, statewide test

scores, and overall success. Reading technologies are being implemented in classrooms in an

attempt to assist students with reading (Wood, Moxley, & Tighe, 2017).

One support that can assist students with reading skills is the use of assistive technology

(AT). The Technology-Related Assistance Act of 1988 (P.L. 100-407) defined AT as “any item,

piece of equipment, or product system, whether acquired commercially off the shelf, modified,

or customized, that is used to increase, maintain, or improve the functional capabilities of a child

with a disability”. Wood et al., 2017 completed a literature review and found that assistive

technologies positively affect reading comprehension for individuals with reading disabilities.

The factor that drives the need for specialized technologies used by individuals with disabilities

is, “For most of us, technology makes things easier. For a person with a disability, it makes

things possible” (Edyburn, Higgins, & Boone, 2005, p. xiii). These assistive technologies are
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needed for many students with disabilities to access grade level material (Bausch & Jones, 2012).

Research continues to demonstrate the potential for AT to support students with disabilities. It

remains under-utilized in schools (Naraian & Surabian, 2014). Educators need support during

pre-service courses and through professional development to increase the integration of AT into

classrooms (Van Laarhoven, Munk, Chandler, Zurita, & Lynch, 2012).

Coursework and Research

I had the opportunity to explore the use of AT and improving reading skills through my

courses at George Mason University. I initially focused on how to conduct research in EDSE

841: Intervention Research in Special Education with Dr. Linda Mason, and EDRD 830:

Theory, Research, and Practice in Literacy: Birth through Middle Childhood with Dr. Allison

Parsons. The work conducted during these two courses led me to investigate interventions

implemented to improve reading outcomes. In addition to expanding my knowledge about the

learning to read process, these classes taught me how to search through literature that is focused

on a specific topic and begin synthesizing the information to create a literature review.

Further course work has also led me to research how teachers support the use of assistive

technologies. This was explored in EDSE 845: Personnel Preparation Programs in Special

Education with Dr. Peggy Weiss. I completed a literature review regarding the personnel

preparation for the use of AT and the subsequent underuse of this AT.

In EDRS 810: Problems and Methods in Education Research with Dr. Marvin Powell, I

investigated the use of a reading assessment technology, Universal Protocol for

Accommodations in Reading (uPAR). This project was taken from a proposal that Dr. Marci

Kinas-Jerome and I wrote. We planned on working with a small Virginia school division to

complete the Bridging the Gap research project with uPAR. After completing the IRB and
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scheduling meetings with the school division, they decided not to continue the project with us.

Although the uPAR project did not finish to completion, I learned about getting consent, assent,

and IRB approval.

My classes at George Mason University have taught me to navigate through the social

sciences research field. There has been a progression through the research and writing process.

My initial classes, EDUC 800: Ways of Knowing and EDRS 810: Problems and Methods in

Education Research, gave me a broad overview of research, concepts, and theories. EDSE 842

gave me an overview of the types of research as well as the qualitative indicators. As I continue

through the doctorate program, I want to narrow the focus of my research, readings, and projects

to my areas of interest: language, literacy, and AT.

Future Directions

My background and experience with language and assistive technology allowed me to

work with students using augmentative and alternative communication (AAC) devices. The

devices and the way students learn to use them fascinates me. I love to see how language skills

are developing with a different route of communication. I would like to explore the literature on

how literacy develops with the use of AAC, how these devices are implemented successfully in

schools, as well as, the social validity of the impact of using an AAC device. I have not

completed research in these areas exploring AAC but hope to do so in the near future.
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References

Bausch, M. E., & Ault, J. M., (2012). Status of assistive technology instruction in university

personnel preparation programs. Assistive Technology Outcomes and Benefits, 8(1), 1-

14.

Edmonds, M.S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., &

Schnakenberg, J.W. (2009). A synthesis of reading interventions and effects on reading

comprehension outcomes for older struggling readers. Review of Educational Research,

79, 262-300. doi: 10.3102/0034654308325998

Edyburn, D. L., Higgins, K., and Boone, R. (2005). Handbook of special education technology

research and practice. Whitefish Bay, WI: Knowledge by Design.

The National Assessment of Educational Progress (2017). Reading assessment.

https://www.nationsreportcard.gov/reading_2017/#districts/scores?grade=4

Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech

and related read-aloud tools improve reading comprehension for students with reading

disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73–84.

https://doi.org/10.1177/0022219416688170

Naraian, S. & Surabian, M. (2014). New literacy studies: An alternative frame for preparing

teachers to use assistive technology. Teacher Education and Special Education, 37(4),

330-346. doi: 10/1177/0888406414538843