Hindsight · review build · data not yet validated
Although some educators expressed concern in the early ‘00 years that students would rely unduly on reading software, such systems have been readily accepted by children and their parents.
Grader A: miss
The claim assumes children in general use reading software (see 040). In 2009 print-to-speech software was a specialist assistive tool for students with disabilities, so general acceptance by children and parents did not happen, and early reading software showed no achievement effect.
Test: Acceptance by a majority of children and parents of reading software: no evidence; general use was under 5% in 2009.
Grader B: partial
Reading software was accepted among students with learning disabilities, but it was not broadly adopted by children in general, so broad acceptance by children and parents is not shown.
Test: Share test: use among LD students >5%; general children <5%.