This study was designed to examine a computerized voice recognition system and its effects on writing skills for community college students with learning disabilities. A repeated measures single case design across subjects was employed. Four community college students, previously identified as having learning disabilities, served as subjects. Three of the four students completed intervention. Students trained in computerized voice recognition system use and produced subsequent expository writings using the system. Two rating techniques, a global holistic rating and an analysis of text features were employed to assess changes in written language skill. Holistic rating employed a 6-point grading scale originally designed for use in grading General Education Development (GED) exams nationwide. The objective analysis of text features involved four indices, frequency, diversity of vocabulary, syntactic complexity, and spelling accuracy, used by researchers to evaluate written expression. Results indicate that dictation using computerized voice recognition for two of the three students produced written essays of better quality than essays written with a word processor when rated holistically by two independent raters. Essays rated greater holistically indicated positive change on one of the four text feature indices, spelling accuracy. These findings imply that computerized voice recognition can assist some students with learning disabilities to improve generally in written communication. / Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 3077. / Major Professor: Mark A. Koorland. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77527 |
| Contributors | Day, Sheryl Lee., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 181 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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