ACC-03 · Reading support without substitution

Test a reading-support tool against a learning goal; measure support vs. doing the work for the student.

One reading-support tool (summarizer, simplify, TTS+AI, etc.) teacher-approved. One learning goal and one short passage set. Pre/post or think-aloud protocol that distinguishes support from substitution. No fake struggling-reader personas presented as real partners.

Measuring only completion time. Letting the tool write the answer and calling it scaffolding. No learning goal — only “it helped.” Ignoring when the tool removes the skill the assignment was meant to build.

Protocol with learning goal; results for support vs substitution indicators; recommendation for classroom use conditions; explicit “do not use when…” list.

CT: support vs substitution. CR: goal-tied measures. CO: peer applies the same protocol. CM: teacher recommendation page. CZ: the learner whose skill development is at risk.

Literacy or special-ed teacher reviews the learning goal before testing. School-supervised.

R1: one tool, one goal. R2: protocol reproducible. R3: unaided baseline. R4: substitution risks named. R5: recommendation actionable. R6: “do not use when” present.

(a) “Students liked it” as the only result. (b) The tool completes the assignment and that is scored as success.

Lane A immediately. No verified credit claim.