Abstract The language experience approach (LEA) to reading instruction uses learner-dictated passages to foster reading development. In this study, researchers explored LEA instruction for English learners with exceptional needs that were supported by voice typing, word prediction, and screen reading tools. A multiple baseline design was used to investigate the effects of technology-supported LEA on the oral reading of three emerging bilingual (Arabic/English) students with developmental delay, speech-language impairment, or at-risk status. All participants demonstrated slight increases in the number of words read correctly per min on reading curriculum-based measures during technology-supported LEA instruction. Similarly, increases occurred in the number of words read correctly from learner-dictated passages while decreases occurred in the percentage of meaning-change miscues made during oral reading. Social validation data indicated high participant satisfaction with technology-supported LEA. Implications relate to the feasibility of implementation and the need for future research.

中文翻译：

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技术支持的语言体验方法对有特殊需求的英语学习者的影响

摘要 阅读教学的语言体验方法 (LEA) 使用学习者口述的段落来促进阅读发展。在这项研究中，研究人员探索了针对有特殊需求的英语学习者的 LEA 教学，这些教学由语音输入、单词预测和屏幕阅读工具提供支持。多基线设计用于调查技术支持的 LEA 对三名患有发育迟缓、言语语言障碍或处于危险状态的新兴双语（阿拉伯语/英语）学生口语阅读的影响。在技​​术支持的 LEA 教学期间，所有参与者都表现出在阅读基于课程的措施中每分钟正确阅读的字数略有增加。相似地，从学习者口述的段落中正确阅读的单词数量增加，而在口语阅读过程中发生的意义改变错误的百分比下降。社会验证数据表明参与者对技术支持的 LEA 的满意度很高。影响与实施的可行性和未来研究的需要有关。