Abstract
AbstractThis study explored impact of using OrCam Learn on students' reading comprehension outcomes. In three school settings (1 independent mainstream; 1 independent dyslexia specialist; 1 state‐funded mainstream), 32 students' (aged 10:01–13:07) reading comprehension was tested using the York Assessment of Reading for Comprehension (primary/secondary) assessment battery. Reading comprehension outcomes for independent, self‐reading of passages were captured and scores standardised. Then reading comprehension outcomes for passages, where students read using OrCam Learn were captured. Statistically significant improvements in reading comprehension outcomes were found (t32 = 4.92, p < 0.001). The mean improvement was 8.31 standard points (95% CI [4.87, 11.76]), with a high‐medium positive correlation (r = 0.33) and high‐medium effect size (d = 0.720). Use of OrCam Learn to support reading comprehension was found to be socially valid, with 84% of participants preferring using OrCam Learn over human support, and 94% of participants preferring using OrCam Learn to reading independently.
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