Speaking To Read: The Effects of Continuous vs. Discrete Speech Recognition Systems on the Reading and Spelling of Children with Learning Disabilities.

Higgins, Eleanor L.; Raskind, Marshall H.

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Peer reviewed

ERIC Number: EJ613007

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0162-6434

EISSN: N/A

Speaking To Read: The Effects of Continuous vs. Discrete Speech Recognition Systems on the Reading and Spelling of Children with Learning Disabilities.

Higgins, Eleanor L.; Raskind, Marshall H.

Journal of Special Education Technology, v15 n1 p19-30 Win 2000

This article compared two speech recognition systems, discrete speech and continuous speech, for remedial reading and spelling with 52 students (ages 9-18) with learning disabilities. Both discrete and continuous speech groups showed significant improvement in word recognition and reading comprehension over the control group and the discrete condition also showed significant improvement in spelling. (Contains references.) (Author/DB)

Descriptors: Computer Assisted Instruction, Educational Technology, Instructional Effectiveness, Learning Disabilities, Reading Comprehension, Reading Difficulties, Remedial Reading, Spelling Instruction, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A