LCAI: Exploring the potential of an independently usable, internet-based multimedia software system for self-Paced assessment, instruction and practice in listening comprehension skills for non readers

Award Information
Agency: Department of Education
Branch: N/A
Contract: R305S04447
Agency Tracking Number: R305S04447
Amount: $500,000.00
Phase: Phase II
Program: SBIR
Awards Year: 2005
Solicitation Year: 2005
Solicitation Topic Code: N/A
Solicitation Number: 84.305S
Small Business Information
528 N. Tejon St., Suite 100, Colorado Springs, CO, 80903
HUBZone Owned: Y
Woman Owned: Y
Socially and Economically Disadvantaged: Y
Principal Investigator
 Stock Steven
 (719) 592-0347
Business Contact
 Daniel Davies
Title: Mr
Phone: (719) 592-0347
Research Institution
Data from the National Assessment of Adult Literacy (NAAL) indicates that 4-6% of adults in the US have insufficient reading skills to attempt participation in NAAL s literacy assessment in 1992 (Literacy in the Labor Force, p. 310-320). While there are approximately 8 million individuals with intellectual disabilities (e.g., mental retardation) in the US, there is no data specific to the subset of this population whose cognitive limitations prohibit the acquisition of functional reading skills. For these students and adults, absence of reading skills in our largely text-based society puts substantial emphasis on development of listening comprehension/auditory recall skills as primary for independent functioning in community environments (e.g., school, work, social activities). Current tools and methods for assessing and instructing listening skills involve a facilitated process with a high implementation cost associated with one-to-one facilitator/student ratios and therefore do not afford much opportunity for independent practice. To address these issues, this project proposes development and evaluation of an internet-based multimedia Listening Comprehension Assessment and Instruction (LCAI) system that is independently usable by individuals whose intellectual or other cognitive disabilities have prohibited the acquisition of functional reading skills. The system will also include features to allow caregivers to integrate individually relevant content into the training system.

* Information listed above is at the time of submission. *

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