Running Header: RESEARCH PROPOSAL

A Research Proposal:
Does Using Kurzweil 3000 During Daily Independent Reading Have Impact on a Grade 5
Students Reading Level?

Anne Harbottle
University of British Columbia

RESEARCH PROPOSAL

A Research Proposal:
Does Using Kurzweil 3000 During Daily Independent Reading Have Impact on a Grade 5
Students Reading Level?
Introduction
School Boards in British Columbia invest a significant sum of money in assistive
technology (AT). A major component of AT is Kurzweil 3000 (Kurzweil), a software programme
specifically designed to provide literacy support for students with reading anxieties in the
classroom, which becomes a part of a students Individual Education Plan (IEP). The question is
whether the use of Kurzweil improves students reading ability? With increasingly competitive
demands upon limited funds; and, because Kurzweil is a relatively new entry into the field, it
becomes essential to justify such an expenditure. I propose to analyze the impact of Kurzweil on
students literacy.
Problem Statement
To warrant its initial expense, teachers are asked to use Kurzweil on a daily basis;
however, to a large extent, teachers are not using Kurzweil every day because it is labour
intensive and intimidates many teachers. Many are reluctant to use the software not only
because of their discomfort with using computers but also because they perceive they must
comprehend the entire programme to use any of its component parts, such as scanning
documents. As the Assistive Technology Teacher in a middle school, I encouraged teachers and
students to use Kurzweil but, now that I teach a regular grade 5 class, I also find it difficult to use
daily. Consequently, the programme is not used and it becomes difficult to justify its expense. I
propose to explore how Kurzweil 3000 influences the reading level of two grade 5 students with
learning disabilities (LD) by their using Kurzweil, at a basic level of reading text only, during

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their daily independent reading. The main question I hope to answer is: will Kurzweil 3000 have
an impact on the students reading comprehension and/or decoding skills? In addition, because
the context of the students reading ability is critical, I propose to observe the students behavior
when using Kurzweil 3000 and to analyze student motivation and attitude about reading.
Critical Review of the Literature
Kurzweil and Reading
The literature surrounding student motivation and attitudes about reading sets the basis
for the analysis of the proposed case study of two grade 5 students. Kurzweil Education Systems
produces the main documentation about Kurzweil 3000, citing journal articles and research
supporting its use in the classroom. Two such summaries: (1) Scientifically- Based Research
Validating Kurzweil 3000; and, (2) An Annotated Review of Current Research Supporting the
use of Kurzweil 3000 are well-organized and cite articles with author, title and source along
with a very brief summary of each article cited within it.

In these summaries, reasons were

given as to why Kurzweil helps students struggling with reading as well as writing and taking
tests. One section of the summary by Weinberger states that students need interesting print
(2004, p.4) and habitual exposure to print ( p. 3) to increase their vocabulary and background
knowledge. Consequently, Kurzweil may be suitable in daily reading. While summaries written,
cited or produced by Kurzweil Education Systems may have an obvious bias, articles or research,
I was unable to find any that were negative towards Kurzweil. Moreover, the articles are written
by many different authors and cite several journals; and, the opinions given are both valid and
relevant supporting the use of AT/Kurzweil for struggling readers.

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My review of the literature includes material on Assistive Technologies, in general, to get

a more complete picture about the use of ATs and struggling readers. Ruffin (2012), who
researched ATs and reading states that ATs are empowering aids and that ATs are beneficial for
struggling readers because AT promotes independence, decreases reliance on others(p.100).
Consequently, selecting Kurzweil in the class room to support daily independent reading is
appropriate.
AT and Reading Studies
MacArthur et als critical review of AT indicates that the use of text and speech together
help students with learning disabilities (LD) to increase their reading scores. Kurzweil uses the
same methodology by highlighting the text and reading for the student while also along them
access to a dictionary. On the other hand, the review mentions research done with Bookwise
System (a predecessor of Kurzweil) that shows mixed results. However, more positive results
occurred when the complete text was read and not just reader-selected words. (2001, p. 283)
Most research studies on Kurzweil have students using Kurzweil to read text and
complete comprehension tests about that reading. Students in the Iowa Text Reader Longitudinal
Study showed improvement in their reading comprehension of higher level text along with a
decrease in absences from school. (Dimmitt et al., 2007, p. 17) The study also surveyed the
students and found that most found the program easy to use and had a positive impact on
reading( Dimmitt et al, 2007, p 14) This study had a large sample and was done over three
years with emphasis on the final year because there was dramatic growth. However, this study
appears to be published by Kurzweil, which makes me cautious. While Kurzweil Educational

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Systems assisted with training, it states that this study was the independent work of Iowa
Assistive Technology Liaisons (Dimmitt et al, 2007, p. 2)
Another study has six postsecondary students use Classmate Reader (an AT similar to
Kurzweil) to read text and then answer comprehension questions. All six students require
accommodations in school because of their low reading comprehension scores. I found it
difficult to understand why the single subject research study used a multiple baseline approach.
The research indicates mixed results with some students preforming better while others
showing slight improvements (2012, p. 57). Participants were not able to have the text with
them when answering the questions and many of the students have attention problems so that for them - remembering the text would be harder regardless of reading level.

When the

participants were interviewed, they said that they found the AT extremely helpful. In addition,
this study noted that its research was not aided by Classmate (Floyd & Judge, 2012).
Manset-Williamson et al used grade 5 to grade 8 students but, did not find improvement
in comprehension skills when using Kurzweil. In this study, the students answer questions
embedded in the text being read by Kurzweil. The study participants were white males and the
study happened over the course of 8 weeks. (2008, p. 133) In addition, the limited exposure to
the text may have been one of the reasons for the different outcome. The study cautions that the
use of technology does not always guarantee that students will understand what they are reading.
Consequently, the study indicates the importance of exposure to text over a longer period of
time.
Chiang & Liu studied the use of Kurzweil with students learning English as a second
language. The students had a LD and were given two weeks to use Kurzweil during English

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class and then interviewed. The participants found that they had an increase in the word
recognition skills. (2011, p.199) Moreover, they found it easier to re-read a passage without
asking for support on difficult words. In addition, Chiang & Liu cited a study by Elkind showing
students with LD improving their reading rates, comprehension and time attending to reading
tasks when using Kurzweil 3000. (Chiang & Liu, 2011, p.200)
Finally, a study by Miller and Zahner (unknown) uses similar testing to my proposed case
study. However, I was unable to determine the year it was published or, indeed, if it was
published in a journal. Its site is Valdosta State University server but, it has a limited reference
section. However, there is information about the authors and how to contact them. The study
had 30 middle school students use Kurzweil for reading. For four weeks, the students (half with
special needs) used Kurzweil to read and complete assignments in science class. It conducted
pre- and post-testing of reading skills using Kaufman Test of Educational Achievement Brief. In
addition, it included observation notes, student interviews and teacher surveys. They found that
24 students had improved reading skills, three had no change and three had lowers scores. The
three students with lower scores had special needs but, it was not clear what kind or how severe.
Miller and Zahner observed that students were more focused and that the students liked using
Kurzweil daily because it helped them improve on tests.
I was unable to find any comparisons between the use of Kurzweil 3000 and a students
independent (without AT) reading level for elementary students, which indicates further research
in this area.
In summary, the literature indicates that using Kurzweil 3000 has produced mixed results
on students reading levels. The majority of the research methodologies have students complete

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readings using Kurzweil 3000 and then answer comprehension questions. Participants state that
they enjoy using Kurzweil and find it helps them to read more independently. In addition, there
is research to suggest that students may demonstrate an increase in motivation to read when
using Kurzweil. My review shows a need to have independent research, without any assistance
by Kurzweil Education Systems to ensure an unbiased account of its use. In addition, there is a
need for research that examines whether using Kurzweil transmits to the students own reading
ability.
Research Method
I propose a qualitative study to examine the impact of using Kurzweil 3000 during daily
independent reading upon two grade 5 students reading level.

I propose to interpret my

observations of these specific students by analyzing the literature about Kurzweil 3000 and
reading to draw conclusions and link my observations to the larger context of student literacy.
The effect upon the two grade 5 students reading level is the dependent variable.

The

independent variable is the daily use of Kurzweil 3000. I propose using a case study to allow a
more in-depth examination of the use of Kurzweil in a classroom and its effects on independent
reading level. While the sample of only two grade 5 students is small, it allows me to more
easily handle and analyse the data as well as better access to a vulnerable population - students
with LDs. I am able to evaluate the individualize programme for each student and look at
possible underlying factors not observed with other research methodologies. In addition, I may
further explain the findings of the quantitative, single-subject research study mentioned in the
critical review of literature.
Participants

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I propose to study two grade 5 students from my class because the parents and
administration are supportive, which should help my ease of access to participants. While I will
obtain permission from the administration and the parents prior to the study, I will inform the
students at its conclusion to ensure the students are unaware of being studied so that they do not
behave differently. I will not evaluate my class on the independent reading (with or without
Kurzweil) and will ensure that my study will not affect the students report card grade. In
addition, I will not name either the school or the students to protect the students privacy.
One male and one female student, both with a LD in reading, will participate so that I
may make comparisons (for example, gender) and allow my research to continue if one
participant leaves the study. I intend to focus on LD students because my school board includes
the use of Kurzweil in their IEPs. Ideally, I would like the students to have had limited use of
Kurzweil previously but have Kurzweil listed on their IEP. Limiting previous exposure to
Kurzweil will help ensure the students do not exhibit a bias towards the programme.
Instruments and Materials
I will pre- and post-test the students using two different assessments to understand the
effects of Kurzweil on reading. The first assessment will be the Woodcock Johnson (WJ)
standardized test on Letter -Word Recognition Test 1, Reading fluency Test 2 and Word Attack
test 13 because they are standard tests which I have easy access to because they are used within
my school board on assessing LD students reading grade level. WJ tests also were used in a
previous study on Kurzweil 3000. (Manset-Williamson et al., 2008) In addition, this test is
administered by the Integration Support (IS) teacher who is trained to administer the test
consistently and properly. This outside teacher assessment will help reduce bias in the study.

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The second assessment is the Fountas & Pinnell Benchmark Reading (Benchmark) assessment.
This assessment looks not only to assign a reading grade level but also at oral reading, reading
comprehension and decoding. I will conduct this assessment, as the classroom teacher, because
it is a standard test that I have given to my entire class for many years.
Finally, I will monitor and record my observations as the study progresses. I propose to
document all the books the student reads on Kurzweil along with the Benchmark level of the
book. I will record the length of the daily reading time and any observations on the students
behaviour (for example, lack of focus). Any additional use of Kurzweil also will be documented.
The participants (along with the entire class) will self-track when they complete books by
writing on the tracking sheet the title, author and whether the book was easy, hard or just right. I
will conduct a Reading Interview with all the students in the class, which is included as
Appendix A. I propose to interview the two students at the conclusion of the study asking
questions about their use of Kurzweil and reading. These questions will be about their feelings
and attitude towards reading with Kurzweil. The specific questions will be shaped by my
observations of the students during class. I may need clarification on students actions and
motivations on reading choices. All interviews will be recorded.
Procedure
The study will be conducted in a regular grade 5 classroom over the period of 6 months.
The class will be required to read independently for 15 to 30 minutes daily, just after recess
during Drop Everything And Read (DEAR). Such a practice is standard in many classrooms
because the British Columbia Curriculum dictates that students are to read independently for 30
minutes a day. The two study participants will read books of their choice using headsets and

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laptops with Kurzweil 3000. Digital books will be obtained using Accessible Resource Centre
British Columbia (ARC BC) to limit the extra work required to scan documents into the
computer. While the participants will not be limited to using Kurzweil for just DEAR, its
additional use will be tracked.
At the beginning of the school year, all students in the class, including the participants,
will be interviewed using the Reading Inventory. I will record all interviews to ensure the
participants are treated the same as non-participants. This information will provide insight into
the participants reading practices at the start of the study. During this same time, I will be
assessing all students reading levels using the Benchmark assessment. Testing the students
using Benchmark assessment is a standard diagnostic reading assessment that teachers perform at
the beginning of the year. Consequently, I will be able to record each participants starting
reading level and how well they do with reading comprehension questions. It also will provide
me first-hand knowledge of their reading. In addition, the IS teacher will assess the participants
using the WJ standardize test. Consequently, these tests will indicate the starting level for each
participants decoding and reading fluency skills and an outside evaluator helps eliminate
researcher bias. The IS teacher informs the students that the WJ will be used to determine how
they are doing on reaching their reading goal listed on their IEP. Each participant would have
completed a WJ assessment in order to get an IEP so that this test will not be out of the ordinary.
From October to March, students will read using Kurzweil during DEAR time. During
this time, I will record the books read and their grade level. In addition, I will observe the
students behaviour during DEAR. In particular, I will look to see whether the students are more
focused or motivated to read for the entire time, do the students choose not to use Kurzweil and,
if so, what book do they read independently. However, my aim is to observe the participants

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using Kurzweil while reading and remain unaware that they are a part of a research study. I am
concerned that if the participants know they are a part of a research study it will affect their
behaviour and not give a true picture of Kurzweil 3000 in a classroom. During this time,
students will self-evaluate their choice of a book as hard, easy or just right, which will give me
an indication of their comprehension of the Kurzweil-read books.

The study should be

conducted over six months to give enough time between WJ tests, which require this amount of
time between tests to remain valid and help combat pre-test treatment interaction.
In April, the entire class will be assessed using the Benchmark assessment by the
classroom teacher/researcher. The participants will be assessed again using the WJ by the IS
teacher.

Again, I will interview the participants about their feelings and interaction with

Kurzweil. During this interview, I will explain about the case study and show them their results,
if they choose to know. I will contact their parents to explain my findings. Appendix B is a table
that illustrates this schedule and the data collection techniques used.
Analysis
The pre- and post-assessments of both the WJ and Benchmark will be compared to
determine the impact upon the students reading level in both reading comprehension and
decoding skills. The comparison of the pre- and post-test of both assessments should enable me
to answer the question of whether reading with Kurzweil improves a students reading level. In
addition, the observations and interviews will be analyzed to determine if there is another
explanation for the assessment results. I will look for patterns, explanations or motivational
changes with the use of Kurzweil for reading, which should help answer the question of whether
reading with Kurzweil affects a students motivation or attitude towards reading. This study does

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have its limitations. There may a reason for an increase in reading level outside the scope of the
study but, the small sample size may compensate for this limitation and, as the classroom
teacher, I will be in a position to address such a potential issue. The limited time frame may be a
limitation; however, 6 months is a longer time period than the majority of the studies in the
literature review. Appendix C is a table, which illustrates each data collection technique and the
data that will be obtained.
Discussion
This case study has the potential to demonstrate how consistent use of Kurzweil 3000 on
a basic level may improve a students reading level. Teachers are overwhelmed with AT, such as
Kurzweil, so that this study may show that even simple use of Kurzweil (requiring limited
additional work by the teacher) may have positive effects for students with reading LD. It also
may assist in determining school funding on AT, such as Kurzweil 3000, and whether the
expense is justified in a real world setting and benefits the student population. The data will be
more persuasive, because it will be obtained without any aid from Kurzweil Educational
Systems, whether it supports or refutes their findings. If the study shows a positive relationship,
it may motivate more teachers to adopt the use of Kurzweil 3000.

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References

Chiang, H. & Liu, C. (2011). Evaluation of the benefits of assistive reading software:
Perceptions of high school students with learning disabilities. Assistive Technology, 23,
199-204.

Dimmitt, S., Hodapp, J., Judas, C., Maurer, S., Munn, C. & Rachow, C. (2007). Summary report
of the Iowa text reader longitudinal study. Retrieved from http://www.kurzweiledu.com
/files/Iowa_Text_Reader_Study_Report.pdf

Floyd, K & Judge, S. (2012). The efficacy of assistive technology on reading comprehension for
postsecondary students with learning disabilities. Assistive Technology Outcomes and
Benefits, 8, 48-64.

Kurzweil Educational System. (2012). An annotated review of Current research supporting the
use of Kurzweil 3000. Retrieved from http://www.kurzweiledu.com/files/Research
_Supporting_Effectiveness_of_Kurzweil_3000.pdf

MacArthur, C., Ferretti, R., Okolo, C. & Cavalier, A. (2001). Technology applications for
students with literacy problems: A critical review. The Elementary School Journal,
101(3), 273-301.

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Manset-Williamson, G. Dunn, M., Hinshaw, R. & Nelson, J. (2008). The impact of selfquestioning strategy use on the text-reader assisted comprehension of students with
reading disabilities. International Journal of Special Education, 23, 123- 135.

Miller, D. & Zahner, J. (unknown). Improving students` reading skills utilizing the Kurzweil
program and practice. Retrieved from http://chiron.valdosta.edu/are/vol3no1/pdf/dmillerarticle.pdf

Ruffin, T. (2012). Assistive technologies for reading. Reading Matrix: An International Online
Journal, 12, 98-101 URL: http:/www.readingmatrix.com/articles/april_2012ruffin.pdf

Weinberger, P. (2004). Scientifically- based research validating Kurzweil 3000. Retrieved

from https://www.kurzweiledu.com/files/Kurzweil%203000%20in%20the%20Classroom
%20White%20Paper_2011.pdf

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Appendix A
Reading Interview
Name_____________________________________ Date_____________________

What type of books do you like to read the most?

Tell me about some of the last books you read.

Do you like to read? Why?

Do you have a favorite author? What do you like about that author?

Does anyone in your family read a lot? Who?

Does anyone read to you? Who?

What do you do when you come to a word you dont know?

What do you do when you read something you dont understand?

Do you enjoy DEAR? Why or why not?

What else can you read besides books?

Why is it important to know how to read?

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Appendix B
Schedule of Major Activities and the Data Collection Technique Being Used
September

October March

April

Pretesting
- Benchmark to whole class
- WJ to 2 students by IS teacher
- Reading Inventories to whole class
Students will read daily during DEAR using
Kurzweil and books from ARC BC.
- Students will track their book choices
and rate their level
- Research will journal about
observations and any additional
information that could affect the study
- Track books and their grade level and
amount of time using Kurzweil
Post testing
- Benchmark assess whole class
- WJ the 2 participants
- Interview the 2 participants regarding
reading and Kurzweil

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Appendix C
Description of Data Collection Techniques and Information Obtained
Data Collection Technique
Woodcock Johnson Assessment

Fountas & Pinnell Benchmark Reading Assessment

Observations by teacher/research

Interviews

Student Self-Tracking of Books

Data that will be obtained

Decoding skills (grade level)
Reading Fluency (grade level)
Word Recognition (grade level)
Outside person (unbiased) will be
evaluating the participants
Each test will be analysed using the WJ
computer program to get a grade level
Grade level for reading skills
Reading comprehension level
Oral reading ability
A running record and answer to the reading
comprehension questions will recorded
using the benchmark assessment sheets
Information on behaviour during DEAR
Book choices and their grade level
Any additional information that may have
an effect of the research. For example:
reading interventions, additional use of
Kurzweil and absences of students
Notes will be made of any possible
questions that need student clarification
during final interview
All interview will be recorded with voice
recorder and will contain the answers to the
Reading Inventories and post interview
Participants feelings and attitudes towards
reading before Kurzweil
Participants feeling towards Kurzweil and
reading after the use of Kurzweil
Possible clarification to questions that arise
during observations
Students feeling of their own
comprehension of books read by Kurzweil
Possible pattern to book choices
Will make copies of participants log
throughout the study to ensure they dont
get lost