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.

Teaching Geography to High School Students with Academic Deficits: Effects of a Computerized Map Tutorial

1988 ◽  
Vol 11 (4) ◽  
pp. 371-379 ◽  
Author(s):  
Steven V. Horton ◽  
Thomas C. Lovitt ◽  
Tim Slocum
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Learning Disabled ◽  
Ninth Grade ◽  
The Other ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Practical Applications ◽  
Significant Difference ◽  
Academic Deficits

This research investigated the effectiveness of two treatments designed to teach the locations of 28 major cities in Asia to students identified as learning disabled and remedial enrolled in a ninth-grade world geography class. In one treatment, students were presented the locations of 14 cities by completing a computerized map tutorial. In the other intervention, students were asked to learn the locations of 14 different cities by referencing an atlas and transcribing their findings to a work map. Results indicated that the computerized map tutorial produced significantly higher performance than the atlas condition for students with learning disabilities and remedial pupils. Within treatments, no significant difference was noted in the performance of the two groups. Several practical applications of computerized graphics for students with academic deficits are discussed.

Word Processing with Speech Synthesis and Word Prediction: Effects on the Dialogue Journal Writing of Students with Learning Disabilities

1998 ◽  
Vol 21 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Charles A. MacArthur
Keyword(s):  
Learning Disabilities ◽  
Word Processing ◽  
Speech Synthesis ◽  
Word Processor ◽  
Students With Learning Disabilities ◽  
Word Prediction ◽  
Dialogue Journals ◽  
Dialogue Journal ◽  
Writing Problems ◽  
Journal Entries

Five students, ages 9 and 10, with learning disabilities and severe writing problems wrote in dialogue journals to their teacher. They used a standard word processor during baseline phases and a word processor with speech synthesis and word prediction features during treatment phases. The special features had a strong effect on the legibility and spelling of written dialogue journal entries for four of the five students. During baseline, the writing of these four students ranged from 55% to 85% legible words and 42% to 75% correctly spelled words. All four increased their percentage of both legible and correctly spelled words into the 90–100% range.

scholarly journals Assessing Distance- Education services for students with Learning difficulties during the Corona pandemic

2021 ◽  
Vol 16 (5) ◽  
pp. 2100-2114
Author(s):  
Abdallatif Khalaf Sliman Al-Ramamneh
Keyword(s):  
Distance Education ◽  
Learning Disabilities ◽  
Learning Difficulties ◽  
The Other ◽  
Years Of Experience ◽  
Students With Learning Disabilities ◽  
Education Services ◽  
Educational Qualification ◽  
Academic Qualification

This study aimed to assess the distance-education services provided to students with learning difficulties during the Coronavirus pandemic. To achieve the objectives of the study, the researcher built two scales to assess distance education services that are offered to students with learning difficulties; one is from the teachers’ viewpoint and the other is from the parent's perspective. The findings showed that the degree of assessment of distance education services for students with learning difficulties during the Corona pandemic was moderate at the overall level among teachers and low among parents. There were no statistically significant differences in the teachers’ responses attributed to the variables: gender, academic qualification, and years of experience. Moeover, there were no statistically significant differences in parents’ responses attributed to the variables: the child's gender, the educational qualification of the parents and the child's age.    Keywords: Corona pandemic, students with learning disabilities, distance education.

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