ERIC ED432117: Enhancing The Writing Skills Of Students With Learning Disabilities Through Technology: An Investigation Of The Effects Of Text Entry Tools, Editing Tools, And Speech Synthesis. Final Report. - Info and Reading Options
By ERIC
"ERIC ED432117: Enhancing The Writing Skills Of Students With Learning Disabilities Through Technology: An Investigation Of The Effects Of Text Entry Tools, Editing Tools, And Speech Synthesis. Final Report." and the language of the book is English.
“ERIC ED432117: Enhancing The Writing Skills Of Students With Learning Disabilities Through Technology: An Investigation Of The Effects Of Text Entry Tools, Editing Tools, And Speech Synthesis. Final Report.” Metadata:
- Title: ➤ ERIC ED432117: Enhancing The Writing Skills Of Students With Learning Disabilities Through Technology: An Investigation Of The Effects Of Text Entry Tools, Editing Tools, And Speech Synthesis. Final Report.
- Author: ERIC
- Language: English
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- Internet Archive ID: ERIC_ED432117
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"ERIC ED432117: Enhancing The Writing Skills Of Students With Learning Disabilities Through Technology: An Investigation Of The Effects Of Text Entry Tools, Editing Tools, And Speech Synthesis. Final Report." Description:
The Internet Archive:
This final report discusses the outcomes of a 3-year project that studied the effectiveness of word processing tools in improving the literacy skills of students with learning disabilities in grades 4-12. In Year 1 (1994-95), four text entry strategies were compared in 132 students with learning disabilities: keyboarding instruction, alternative keyboards, word prediction, and word prediction with speech synthesizers. The Year 2 study (1995-96), investigated the effects of two types of text editing tools, such as spelling and grammar aids with and without speech synthesis, in 106 students with learning disabilities. The Year 3 study (1996-97), investigated speech synthesis under three conditions in 103 students with learning disabilities: when available at all times versus when available only during the text entry or the editing/revising stages of writing. Results of the studies found: (1) that word processing had the most impact upon the accuracy of students' writing; (2) word prediction was the most promising strategy for improving the text entry speed; (3) spell checks were effective editing tools, although grammar checkers were not, and spell checks had a more positive effect on students' writing quality and accuracy than synthesized speech. (Contains 35 references.) (CR)
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