Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making

2004 ◽  
Vol 19 (1) ◽  
pp. 57-70 ◽  
Author(s):  
Nicole S. Ofiesh ◽  
Charles Hughes ◽  
Sally S. Scott
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Test Time ◽  
Postsecondary Students ◽  
Students With Learning Disabilities

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.

Decision-Making Practices During the Instrument Selection Process: The Choices We Make

2018 ◽  
Vol 44 (4) ◽  
pp. 281-291
Author(s):  
Jessica A. Rueter ◽  
Rochell McWhorter ◽  
Julie Delello
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Selection Process ◽  
School Personnel ◽  
Learning Disabled ◽  
Basic Knowledge ◽  
Students With Learning Disabilities ◽  
Instrument Selection ◽  
Face To Face ◽  
Decision Making Processes

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a variety of factors including the personnel’s basic knowledge and training on the use of the instruments, the culture and climate of the district, and the overall characteristics of the child being tested. The findings of this study suggested that assessment personnel encounter many decisions when evaluating children with learning disabilities. Implications from this study include the need for frequent support in encouraging reflective thinking and assessment training for those responsible for the important decisions regarding the identification and placement of students who are learning disabled.

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