Research Studies

"Scientifically Based Research Validating Kurzweil 3000 - An Annotated Review of Research Supporting the Use of Kurzweil 3000 in English Language Learner Classrooms"

Compiled by: Course Crafters, Inc.

As a result of political changes around the world and increased awareness of economic contrasts in quality of life between countries, many nations are experiencing a dramatic influx of immigrants. English-language countries such as the United States, the United Kingdom, Australia, and Canada struggle with the issue of educating immigrants in English so that these populations can pursue the opportunities afforded them in their new country. The complexity of the issue is compounded by the fact that English language learner (ELL) students are an extremely varied group. Many have experienced traumatic situations in their country of birth and may not have had access to education at all. Others are highly literate in their own language, have been highly educated in their native country, and are more easily able to achieve successfully (Schifini, 2002; Suarez-Orozco & Suarez-Orozco, 2001; Ruiz-de-Vasco & Fix, 2000; Waggoner, 1999).

It takes time for all English language learners to gain a new language. They must learn social language, as well as more difficult academic language (Cummins, 1986). Research shows that it takes between 5 and 10 years to gain proficiency in academic language (Collier, 1992). Meanwhile, native-English speaking peers are learning content and new language, making it more difficult for ELL students to catch up. The challenge for educators in the United Kingdom, Australia, Canada, and the United States is to facilitate the language-learning process and teach content so that these students are able to access and utilize educational opportunities to become successful citizens in their new nations (Department of Education & Skills, 2004; Australian Capital Territory, 2002; Ministry of Education, 2001).

In the United States, the No Child Left Behind Act (2001) requires that students from all language, cultural, and economic backgrounds reach the same high level of academic achievement as native-English speaking students. These requirements have made the academic achievement of ELL students in U.S. public schools a focal point. According to 2003-2004 data, approximately 5,127,037 ELL students are enrolled in U.S. public schools in grades pre-K through 12 (Padolsky, 2005). This number represents a 43.9% increase over the reported 1993-1994 public school ELL enrollment. The large number of these students, as well as federal, state, and district pressure for higher test scores, means that the issue of academic attainment for this student demographic has become increasingly important.

In response to the higher levels of accountability in reading and math legislated by No Child Left Behind, in 2001 the National Institute of Child Health and Human Development published the findings of the National Reading Panel. This work provided the basis for Reading First legislation within Title I of the No Child Left Behind Act. Reading First aims to set in place a national reading policy that requires explicit and systematic instruction in phonemic awareness; phonics; vocabulary development; reading fluency, including oral reading skills; and reading comprehension strategies in K-3. Although this legislation focused on students in K-3, it indirectly affects reading instruction throughout K-12.

Recognizing that the National Reading Panel did not address the issue of non-native English speaking students, in 2002 the U.S. Department of Education announced the formation of the National Literacy Panel. The National Literacy Panel has the task of identifying, assessing, and synthesizing literacy research related to the education of English language learning minority children and youth and providing research-based recommendations to guide educational practice and inform educational policy. The panel seeks to understand the cognitive, linguistic, socio-cultural, and instructional factors inherent in the process of reading in English for non-native English speakers, and the complex interactions between these factors.

This report provides research validation for the use of technology such as Kurzweil 3000 as an important tool for ELL students learning to read and comprehend grade-level content-area work. The main research findings are summarized below and are followed by a detailed review of the research, presented in two parts:

• Part I cites research and studies that support the use of tools such as Kurzweil 3000 for all ELL students in the classroom.
• Part II cites research and studies that show how specific features of Kurzweil 3000 support important aspects of the reading and learning process for all English language learners, regardless of their ability level or prior education experience.

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