Abstract:
The problem: The increasingly competitive global economy demands literate,
educated workers. Both men and women experience the effects of education on
employment rates and income. Racial and ethnic minorities, English language learners,
and especially those with prison records are most deeply affected by the economic
consequences of dropping out of school. The purpose of this study is to assess the effect
of adaptive technology (text-to-speech software) on incarcerated low-literate adult
populations. This study will determine the effectiveness of text-to-speech computer
software technology with incarcerated adult learners seeking to improve literacy
competencies.
Procedures: The study employed pretests and posttests of a cohort of 24
incarcerated adult learners in two Midwest incarceration facilities segregated by gender.
The students spent instructional time using the Kurzweil 3000 text-to-speech computer
software in the prison educational center. The study was completed in five months from
winter of 2010 to spring of 2011. Data were analyzed using independent samples t-tests
and a categorical description for student/teacher satisfaction (like or dislike) and ease of
use.
Findings: The t-test determined there was a significant positive difference
between pretest and posttest Comprehensive Adult Student Assessment System (CASAS)
literacy scores when using a text-to-speech treatment with adult incarcerated populations
with low literacy skills. The majority of students and teacher/mentors experienced
satisfaction with the technology usage.
Conclusions: The findings supported literacy improvement by using text-to-speech
computer software in the incarcerated adult population of students with beginning
low-literacy skills.
Recommendations: Recommendations for future research include expansion of
the study to include non-incarcerated adult students, studies of the effectiveness of adult
education curricula, advanced professional development for educators working in the
prison environment, more accommodating technology application within a blended
classroom, and inclusion of a more in-depth longitudinal study to assess benefits over
time with the inclusion of multiple assessments and entry points for student engagement.
