Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

Word processing and Written Composition: An Intervention for Children with Mild Intellectual Disability

2000 ◽  
Vol 24 (2-3) ◽  
pp. 53-59
Author(s):  
Maria Van der Kaay ◽  
Ken Wilton ◽  
Michael Townsend
Keyword(s):  
Intellectual Disability ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Mild Intellectual Disability ◽  
Children's Writing ◽  
Written Language Development ◽  
Age Range ◽  
Daily Writing ◽  
Word Processing Package

The effectiveness of word-processing as a supplementary written language intervention was examined in a sample of 14 children with mild intellectual disability. The children were enrolled in two special classes in an Auckland primary school. The study was initiated in the senior classroom (age-range 9–11 years), where a personal computer had been installed. In the initial week the children were taught to use a word-processing package, and for the next eight weeks, the children used the computer for daily writing activities. The computer was then shifted to the junior classroom (age-range 6–8 years), and after an initial 1-week period of learning to use the computer/software, the children used the computer for daily writing activities for the next four weeks. Samples of the children’s writing were collected over a 16-week period immediately prior to the introduction of the computer and immediately following the completion of the computer writing period. Each of the samples was subsequently rated on eight qualitative categories. Both classes showed significant improvements in the “organisation” of their writing, and the senior class also showed an increase in their “authority” as authors. The results suggest that use of a word-processing package can help to facilitate the written language development of children with mild intellectual disability

The Nature of Writing Difficulties in Students With Language/Learning Disabilities

2009 ◽  
Vol 16 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Laura Green
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Written Language ◽  
Sentence Structure ◽  
Speech Language Pathologists ◽  
Writing Difficulties ◽  
Self Regulated Learning ◽  
Language Learning Disabilities ◽  
Regulated Learning ◽  
Genre Knowledge

Abstract Students with language/learning disabilities very often struggle with writing and tend to find the process very frustrating. Their difficulties with transcription, sentence structure, cohesive ties, self-regulated learning, and genre knowledge all play a role in this challenging experience. An understanding of the nature of these difficulties can help us as speech-language pathologists better facilitate students' written language success, thereby helping them meet the writing demands of the classroom.

The Magic of "Once Upon a Time"

1994 ◽  
Vol 25 (2) ◽  
pp. 76-89 ◽  
Author(s):  
Kelly C. Hoggan ◽  
Carol J. Strong
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Teaching Strategies ◽  
Language Instruction ◽  
Written Language ◽  
Speech Language Pathologists ◽  
Teaching Context ◽  
Language Learning Disabilities ◽  
Extensive Search

Speech-language pathologists increasingly use narratives in their oral and written language instruction with students who have language learning disabilities. Twenty narrative teaching strategies were located from an extensive search of the literature, and these are described. Because the strategies can be used at different stages of classroom work, they are categorized by narrative presentation stage as well. Language focus, grade/age level, and teaching context also are suggested for each strategy. Examples are provided for each of the 20 strategies.

Effects of Speech Synthesis on the Proofreading Efficiency of Postsecondary Students with Learning Disabilities

1995 ◽  
Vol 18 (2) ◽  
pp. 141-158 ◽  
Author(s):  
Marshall H. Raskind ◽  
Eleanor Higgins
Keyword(s):  
Learning Disabilities ◽  
Speech Synthesis ◽  
Written Language ◽  
The Other ◽  
Read Aloud ◽  
Synthesis Condition ◽  
Superior Performance ◽  
Postsecondary Students ◽  
Students With Learning Disabilities ◽  
Synthesis System

This study investigated the effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities. Subjects proofread self-generated written language samples under three conditions: (a) using a speech synthesis system that simultaneously highlighted and “spoke” words on a computer monitor, (b) having the text read aloud to them by another person, and (c) receiving no assistance. Using the speech synthesis system enabled subjects to detect a significantly higher percentage of total errors than either of the other two proofreading conditions. In addition, subjects were able to locate a significantly higher percentage of capitalization, spelling, usage and typographical errors under the speech synthesis condition. However, having the text read aloud by another person significantly outperformed the other conditions in finding “grammar-mechanical” errors. Results are discussed with regard to underlying reasons for the overall superior performance of the speech synthesis system and the implications of using speech synthesis as a compensatory writing aid for postsecondary students with learning disabilities.

Grammatical Verb Errors: Differences Between English Learners With and Without Diagnosed Language-Based Learning Disabilities

2021 ◽  
pp. 1-11
Author(s):  
Keisey Fumero ◽  
Carla Wood
Keyword(s):  
Learning Disabilities ◽  
English Learners ◽  
Progress Monitoring ◽  
Written Language ◽  
Fifth Grade ◽  
Language Abilities ◽  
Fifth Grade Students ◽  
School Year ◽  
Average Change ◽  
Grammatical Accuracy

Purpose: This study examines the written language samples of fifth grade English learner (EL) students with and without diagnosed language-based learning disabilities (LLDs) in an effort to explore the utility of such supplemental materials for aiding in differential diagnosis of ELs with and without LLDs. Method: This sample of 127 fifth grade students consisted of ELs without identified disabilities ( n = 89) and ELs diagnosed with LLDs ( n = 38). Written language samples from a classroom-based expository writing task were coded for grammaticality and specific verb type of errors. An analysis of variance (ANOVA) between the groups that differed by language abilities was conducted at two time points to compare the frequency of errors and the average change in grammaticality from the beginning of the school year to the end of the school year. Results: EL students with and without LLDs performed similarly at the beginning of the school year. ELs without LLDs showed greater average change in accuracy across the school year. Significantly, higher proportions of verb tense and verb omission errors were demonstrated by ELs with LLDs when compared with their EL peers at the end of the school year. Overall grammatical accuracy was also lower for ELs with LLDs. Conclusions: Group differences at the end of the school year were confirmed in types and rate of verb errors. Results support the potential clinical utility of monitoring verb errors in writing samples over time as a supplemental tool in diagnostic evaluations and assessments for progress monitoring.

The use of a rapid priming technique I: Adult language processing

1999 ◽  
Vol 10 (1) ◽  
pp. 85-91
Author(s):  
Chris Davis ◽  
Anne Castles
Keyword(s):  
Word Recognition ◽  
Incomplete Information ◽  
Language Processing ◽  
Word Processing ◽  
Recognition System ◽  
Masked Priming ◽  
Written Language ◽  
Psycholinguistic Research ◽  
Skilled Readers ◽  
Priming Technique

ABSTRACTThis paper discusses the background and use of the masked priming procedure in adult psycholinguistic research. Using this technique, we address the issue of how precise the letter and word processing systems of adults is for rapidly displayed stimuli. Data is reviewed that suggests that, for skilled readers, the letter and word recognition system is sensitively tuned to the discrimination demands imposed on it by the properties of the written language. That is, the recognition system is able to be discriminative where precision is required, but is also able to consider and use incomplete information when this is predictive.

scholarly journals Embedded Imperatives in Kajkavian Dialects of Croatian

2019 ◽  
Vol 45 (2) ◽  
pp. 383-400
Author(s):  
Josip Galić
Keyword(s):  
Relative Clauses ◽  
Field Research ◽  
Written Language ◽  
Ancient Greek ◽  
Internal Argument ◽  
Minimalist Approach ◽  
The Matrix ◽  
Complement Clauses ◽  
The Subject ◽  
Embedded Clauses

Embedded imperatives are cross-linguistically very rare. They are attested, for instance, in modern languages such as Slovenian and High German and historical languages such as Ancient Greek and Old Scandinavian. In the literature, it has long been established that imperatives can also be embedded in some Kajkavian dialects of Croatian, but to date, this phenomenon has not been thoroughly analyzed. The paper deals with the material collected by field research and analyses it within the framework of Medeiros’ (2015) minimalist approach to embedded imperatives, according to which the embedding of imperatives is possible only in the languages in which imperative morphology does not depend on the directive operator. In the researched Kajkavian dialects, embedded imperatives can occur only in complement clauses, but older texts show that in the written language, embedded imperatives are also possible in relative clauses. Unlike many other languages in which imperatives may be embedded, in the researched Kajkavian dialects, embedding is relatively free. Both true and surrogate imperatives may be embedded, the subject of embedded clauses can be null and overt and does not necessarily have to co-refer to the internal argument of the matrix predicate.

Statistical Packages for Personal Computers

1983 ◽  
Vol 16 (02) ◽  
pp. 182-188 ◽  
Author(s):  
Carl Grafton ◽  
Anne Permaloff
Keyword(s):  
Statistical Analysis ◽  
Word Processing ◽  
Computer Software ◽  
Large Data ◽  
Word Processor ◽  
Personal Computers ◽  
Computer Center ◽  
Price Range ◽  
Personal Computer Software ◽  
Computer Word

An impressive number of reasonably priced personal computer software packages of interest to political scientists are now on the market. Owners of computers such as the TRS-80 Model III and the Apple II can purchase software for word processing and statistical analysis which can substantially increase their productivity. Scholars trying to meet publication deadlines need no longer be delayed by harried secretaries trying single-handedly to meet the needs of an entire department. A computer/word processor used by a typist of average ability is nearly the equal of a good professional secretary. And those with even fairly large statistical analysis requirements may no longer be tied to the university's hectic “computer center” where they must wait in line for terminals, try to think amid constant movement and never-ending conversation, or suffer errors produced by noise injected between their terminal and the main frame along telephone lines.This is an analysis of statistical packages sold by four companies for use on a variety of low, moderate, and high priced personal computers. Our focus on these packages reflects our statistical needs for research and teaching. We were looking for programs capable of handling relatively large data bases and with the capacity to perform multiple regression and time series analyses. We needed a program that could be used to analyze data generated from small survey samples. This required both frequency distribution and contingency table development and analysis. Finally, we needed a program or programs in an affordable price range.

Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 91-103 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Ralph P. Ferretti
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Word Processing ◽  
Poor Performance ◽  
Revolutionary War ◽  
Background Information ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Based Instruction

All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.

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