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Speech recognition-based and automaticity programs to help students with severe reading and spelling problems.

Eleanor L Higgins1, Marshall H Raskind

  • 1Research Department, Frostig Center, 971 N. Altadena Drive, Pasadena, CA 91107, USA. Higgins@frostig.org

Annals of Dyslexia
|March 3, 2005
PubMed
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Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning.

International journal of school & educational psychologyยท2020
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Two computer-based programs significantly improved reading comprehension and word recognition in students with learning disabilities (LD). However, neither program enhanced spelling abilities.

Area of Science:

  • Education
  • Psychology
  • Neuroscience

Background:

  • Learning disabilities (LD) present significant challenges in academic achievement, particularly in reading and spelling.
  • Effective interventions are crucial for supporting students with LD to reach their full potential.
  • The Frostig Center Research Department developed two computer-based programs to address these needs.

Purpose of the Study:

  • To evaluate the effectiveness of a Speech Recognition-based Program (SRBP) and an Automaticity Program (AP) for improving reading and spelling in students with LD.
  • To compare the outcomes of these programs against a control group receiving no intervention.

Main Methods:

  • Twenty-eight students with LD (aged 8-18) participated, receiving each program for 17 weeks.
  • A contrast group of 16 students with LD did not receive either program.

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  • Statistical analyses were performed, adjusting for age and IQ.

    • Main Results:

    • Both SRBP and AP groups demonstrated significant improvements in word recognition and reading comprehension compared to the contrast group.
    • Neither program showed significant improvements in spelling.
    • The SRBP also enhanced phonological elision and nonword reading efficiency.
    • The AP demonstrated significant improvements across all process and reading efficiency measures.

    Conclusions:

    • Computer-based interventions, including SRBP and AP, can effectively enhance reading skills in students with learning disabilities.
    • Further research may be needed to develop effective strategies for improving spelling in this population.
    • The findings support the integration of technology-assisted learning for students with LD.