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LCAI: Exploring the potential of an independently usable, internet-based multimedia software system for self-Paced assessment, instruction and practice in listening comprehension skills for non readers

Award Information
Agency: Department of Education
Branch: N/A
Contract: R305S04447
Agency Tracking Number: R305S04447
Amount: $100,000.00
Phase: Phase I
Program: SBIR
Solicitation Topic Code: N/A
Solicitation Number: 84.305S04
Timeline
Solicitation Year: 2004
Award Year: 2004
Award Start Date (Proposal Award Date): N/A
Award End Date (Contract End Date): N/A
Small Business Information
528 N. Tejon St. Suite 100
Colorado Springs, CO 80903
United States
DUNS: N/A
HUBZone Owned: Yes
Woman Owned: Yes
Socially and Economically Disadvantaged: Yes
Principal Investigator
 Stock Steven
 Mr
 (719) 592-0347
 steve@ablelinktech.com
Business Contact
 Daniel Davies
Title: Mr
Phone: (719) 592-0347
Email: dan@ablelinktech.com
Research Institution
N/A
Abstract

The most recent data available from the National Assessment of Adult Literacy (NAAL)
indicates that 4-6% of adults in the United States have insufficient reading skills to even attempt
participation in the NAAL’s literacy assessment in 1992 (Literacy in the Labor Force, p. 310-
320). While there are approximately 8 million individuals with intellectual disabilities (e.g.,
mental retardation) in the United States, there is no data specific to the subset of this population
whose cognitive limitations prohibit the acquisition of functional reading skills. For these
students and adults, the lack of reading skills in our largely text-based society puts substantial
emphasis on development of listening comprehension skills as primary to independent
functioning in community environments such as schools and work settings. Research and
development of assessment and instructional tools in this area have been targeted at populations
such as English as a second language (ESL) learners or individuals with learning disabilities, all
predicated on the assumption of the inherent ability to eventually acquire functional reading
skills. However, as school children with significant intellectual disabilities proceed through
elementary grades, it becomes increasingly apparent for many of these individuals that
functional literacy is not an attainable goal. This gap, combined with recent initiatives such as
the No Child Left Behind Act, demonstrates a significant need for research that focuses on
evaluating and improving listening comprehension skills within this underserved population.
Current tools and methods of assessing and instructing listening comprehension skills generally
involve a facilitated process such as requiring an evaluator to read passages, ask questions and
record responses. Predominant response methods may include multiple choice, auditory response, or gesturing (e.g., pointing at a designated picture), while response content can proceed from simple fact recall to the ability to make logical inferences from passages. However, this method involves the high cost associated with one-to-one facilitator/learner ratios, which may be in part attributable to the lack of attention toward this problem. To address these issues, this project proposes development and evaluation of an internet-based multimedia Listening Comprehension Assessment and Instruction (LCAI) system that is independently usable by individuals whose intellectual or other cognitive disabilities have prohibited the acquisition of functional reading skills. The project will build upon proven multimedia and error minimization
software development techniques and will involve three specific tasks, including 1) system
requirements development, 2) prototype design and software development, and 3) a pilot study to
assess the efficacy of the approach. The long term goal will be to develop and test a
comprehensive system that provides age-appropriate, independently usable multimedia software
modules that enable self-paced listening comprehension instruction and progress assessment for
students and adults whose cognitive limitations prohibit the acquisition of functional literacy
skills.

* Information listed above is at the time of submission. *

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