c Copyright 2011 Katherine Nichole Deibel Understanding and ...

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11.2 The Information Clips reading tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 11.3 The Reference / Endnote Fetcher reading tool . . . . . . . . . . . . . . . . . . . . . . . . . . 211 11.4 The Translucent Text Window reading tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 11.5 The Phonetic Respeller reading tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 12.1 Distributions of research studies on AT adoption . . . . . . . . . . . . . . . . . . . . . . . . . 226 (a) Plot showing focus on reading disabilities versus number of ATs in the study . . . . . . 226 (b) Previous plot with the dissertation studies shown. . . . . . . . . . . . . . . . . . . . . . 226 C.1 Revised, parametrized form of Baker’s Basic Ergonomic Equation. . . . . . . . . . . . . . . . 277 x
LIST OF TABLES Table Number Page 1.1 Summary of contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.1 Senses of the word “bank” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 2.2 Summary of traits common to reading disabilities . . . . . . . . . . . . . . . . . . . . . . . . 24 3.1 AT recommendations from leading RD/LD websites . . . . . . . . . . . . . . . . . . . . . . . 49 3.2 List of technologies recommended by RD/LD websites . . . . . . . . . . . . . . . . . . . . . 50 3.3 Summary of literature search on the ACM Digital Library . . . . . . . . . . . . . . . . . . . . 53 3.4 Descriptions of the labels applied to the RD + LD search results . . . . . . . . . . . . . . . . 53 3.5 Occurrence of labels among the ACM search results . . . . . . . . . . . . . . . . . . . . . . . 54 4.1 King’s essential factors for assistive technologies . . . . . . . . . . . . . . . . . . . . . . . . 71 4.2 Descriptions and findings from AT adoptiion studies . . . . . . . . . . . . . . . . . . . . . . . 76 6.1 Direct and indirect stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 6.2 Descriptions of themes found in the literature review . . . . . . . . . . . . . . . . . . . . . . 105 6.3 Definitions of values found in the literature review . . . . . . . . . . . . . . . . . . . . . . . . 106 6.4 Frequencies of the mapping between themes and values . . . . . . . . . . . . . . . . . . . . . 107 7.1 Descriptions of the three threads included in the illustrative case study . . . . . . . . . . . . . 137 7.2 Key participants in the “A Call for Help” thread . . . . . . . . . . . . . . . . . . . . . . . . . 138 7.3 Key participants in the “College Writing Instructors Discuss Disability” thread . . . . . . . . 141 7.4 Key participants in the “Dyslexia, Macs, and a Controversial Documentary” thread . . . . . . 145 8.1 Semi-structured interview questions for life stories study . . . . . . . . . . . . . . . . . . . . 160 8.2 Ordering of the value prompts for life stories study . . . . . . . . . . . . . . . . . . . . . . . 161 8.3 Overview of participants in the life stories of adults with RDs study . . . . . . . . . . . . . . 163 9.1 Definitions of values used to review reading technologies . . . . . . . . . . . . . . . . . . . . 180 9.2 Summary of value-based reviews of existings reading technologies . . . . . . . . . . . . . . . 191 10.1 Recommendations for the design of reading widgets . . . . . . . . . . . . . . . . . . . . . . . 196 11.1 Examples of Calico reading tools unrelated to reading disabilities . . . . . . . . . . . . . . . . 211 xi
Page 1: c○ Copyright 2011 Katherine Nicho
Page 5: University of Washington Graduate S
Page 9: University of Washington Abstract U
Page 13 and 14: TABLE OF CONTENTS List of Figures .
Page 15 and 16: 3.1 Overview of Studies . . . . . .
Page 17 and 18: 2.1 Participant Recruitment . . . .
Page 19: Appendix B: Literature Search and L
Page 24 and 25: 11.2 Examples of Calico reading too
Page 27 and 28: ACKNOWLEDGMENTS This dissertation c
Page 29: To the chemists Runge, Robiquet, Pe
Page 33 and 34: CHAPTER 1 INTRODUCTION But when the
Page 35 and 36: Introduction 3 Still, the very natu
Page 37 and 38: Introduction 5 Figure 1.1: The PATT
Page 39 and 40: Introduction 7 Forming the central
Page 41 and 42: Introduction 9 the complex dynamics
Page 43: Introduction 11 However, switching
Page 46 and 47: 14 Chapter 2 1.1 Defining Reading D
Page 48 and 49: 16 Chapter 2 Figure 2.1: Venn diagr
Page 50 and 51: 18 Chapter 2 The differing findings
Page 52 and 53: 20 Chapter 2 Figure 2.3: The dual-r
Page 54 and 55: 22 Chapter 2 Table 2.1: The 18 sens
Page 56 and 57: 24 Chapter 2 Table 2.2: Summary of
Page 58 and 59: 26 Chapter 2 to-right languages (e.
Page 60 and 61: 28 Chapter 2 and obvious detriment
Page 62 and 63: 30 Chapter 2 effect in which real w
Page 64 and 65: 32 Chapter 2 prevalence rate of ADD
Page 66 and 67: 34 Chapter 2 Given these negative a
Page 68 and 69: 36 Notes to Chapter 2 NOTES TO CHAP
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40 Chapter 3 one item: technology f
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42 Chapter 3 purposes, legislation
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44 Chapter 3 Pepper and Lovegrove (
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46 Chapter 3 the range of font size
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48 Chapter 3 uses speech recognitio
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50 Chapter 3 Table 3.2: List of tec
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52 Chapter 3 accommodations are sug
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54 Chapter 3 Table 3.5: Occurrence
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56 Chapter 3 major field like compu
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58 Chapter 3 problematic for techno
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60 Notes to Chapter 3 NOTES TO CHAP
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CHAPTER 4 [ASSISTIVE] TECHNOLOGY AD
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[Assistive] Technology Adoption 65
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CHAPTER 5 METHODOLOGY DECISIONS It
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Methodology Decisions 89 Public awa
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Methodology Decisions 91 Internatio
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Methodology Decisions 93 Figure 5.1
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Methodology Decisions 95 be used. T
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Methodology Decisions 97 al., 1999)
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CHAPTER 6 CONCEPTUAL INVESTIGATION:
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Conceptual Investigation: Identifyi
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CHAPTER 7 EMPIRICAL INVESTIGATION:
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Empirical Investigation: Online Dis
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CHAPTER 8 EMPIRICAL INVESTIGATION:
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Empirical Investigation: Life Stori
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Technical Investigation: Value Anal
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196 Chapter 10 to focus on website
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198 Chapter 10 two-fold. The first
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200 Chapter 10 with fellow classmat
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CHAPTER 11 TECHNICAL INVESTIGATION:
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Technical Investigation: Designing
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Conclusions and Future Work 225 wit
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Conclusions and Future Work 227 the
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Conclusions and Future Work 229 int
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Conclusions and Future Work 231 del
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BIBLIOGRAPHY References marked with
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Bibliography 235 Burgstahler, S. E.
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Bibliography 237 ∗ Edwards, J. H.
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Bibliography 239 Glasgow, Scotland,
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Bibliography 241 Retrieved October
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Bibliography 243 supporting group w
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Bibliography 245 S. R. Goldman (Eds
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Bibliography 247 J. A. Jacko & A. S
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Bibliography 249 Tsovili, T. D. (20
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Bibliography 251 Educational Resear
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254 Table A.1: Descriptions and spe
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APPENDIX B LITERATURE SEARCH AND LA
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Literature Search and Labeling of A
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276 Appendix C weight can capture t
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278 Appendix C time the task will t
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280 Appendix D This article is a st
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282 Appendix D Faculty Support Fair
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284 Appendix D Themes Values Assist
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286 Appendix D Formulated from year
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288 Appendix D Ladner, R. E. (2008)
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290 Appendix D Support Failure Acco
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292 Appendix D Quality of Life Empo
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294 Appendix D employment, and soci
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296 Appendix D Family Support Commu
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298 Appendix D Themes Values Assist
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VITA For the first 10 years of her
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