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Speech-recognizing computers: a written-communication tool for students with learning disabilities?

K Wetzel1

  • 1College of Education, Arizona State University West Campus, Phoenix 85069-7100, USA.

Journal of Learning Disabilities
|July 1, 1996
PubMed
Summary
This summary is machine-generated.

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Voice-input technology shows promise for students with learning disabilities (LD) in written composition. Further refinement is needed to reduce usage difficulties for this assistive technology.

Area of Science:

  • Educational Technology
  • Special Education
  • Assistive Technology

Background:

  • Students with learning disabilities (LD) often face challenges in written composition.
  • Difficulties in writing can hinder their ability to express knowledge and ideas effectively.
  • Traditional writing methods may not adequately support students with LD.

Purpose of the Study:

  • To explore the potential of voice-input technology as an assistive tool for a sixth-grade student with LD.
  • To investigate the learning process and challenges associated with using voice-input technology for written communication.
  • To assess the promise of voice-input technology for improving written expression in students with learning disabilities.

Main Methods:

  • An exploratory study focusing on one sixth-grade student with LD.

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  • Observation and documentation of the student's experience learning to use voice-input technology.
  • Analysis of the student's written output and the usability of the technology.

    • Main Results:

    • The student engaged in the process of learning to use voice-input technology for written composition.
    • Initial findings suggest the technology has potential benefits for students with LD.
    • Challenges in using the technology were noted, indicating a need for further development.

    Conclusions:

    • Voice-input technology holds promise as an assistive tool for students with learning disabilities in written composition.
    • Refinements to the technology are necessary to enhance usability and effectiveness for students with LD.
    • Continued research is warranted to fully understand the impact of voice-input technology on academic achievement.