Search results for author:"Eleanor L Higgins"
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The Compensatory Effectiveness of Optical Character Recognition/Speech Synthesis on Reading Comprehension of Postsecondary Students with Learning Disabilities
Learning Disabilities: A Multidisciplinary Journal Vol. 8, No. 2 (1997) pp. 75–87
Thirty-seven college students with learning disabilities were given a reading comprehension task under the following conditions: (1) using an optical character recognition/speech synthesis system; (2) having the text read aloud by a human reader; or ...
Speaking To Read: The Effects of Speech Recognition Technology on the Reading and Spelling Performance of Children with Learning Disabilities
Annals of Dyslexia Vol. 49 (1999) pp. 251–81
This study examined whether the use of speech recognition technology by elementary and secondary students with learning disabilities (N=20) would demonstrate improvements in reading and spelling. Comparison with a control group indicated that the...
Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities
Learning Disability Quarterly Vol. 18, No. 2 (1995) pp. 159–74
University students with learning disabilities (n=29) wrote essays either without assistance, using human transcribers, or using a speech recognition system. Students received significantly higher holistic scores using speech recognition than...
Speaking To Read: The Effects of Continuous vs. Discrete Speech Recognition Systems on the Reading and Spelling of Children with Learning Disabilities
Journal of Special Education Technology Vol. 15, No. 1 (2000) pp. 19–30
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...
The Compensatory Effectiveness of the Quicktionary Reading Pen II on the Reading Comprehension of Students with Learning Disabilities
Journal of Special Education Technology Vol. 20, No. 1 (2005) pp. 31–40
The study investigated the compensatory effectiveness of the Quicktionary Reading Pen II (the Reading Pen), a portable device with miniaturized optical character recognition and speech synthesis capabilities. Thirty participants with reading...
Assistive Technology for Postsecondary Students with Learning Disabilities: From Research to Practice
Annals of Dyslexia Vol. 45 (1995) pp. 123–42
This paper describes a support services program for students with learning disabilities at California State University (Northridge) that utilized clinical and controlled research for prescription of services and compensatory strategies, including...
Speech Recognition-based and Automaticity Programs to Help Students with Severe Reading and Spelling Problems
Annals of Dyslexia Vol. 54, No. 2 (December 2004) pp. 365–392
This study was conducted to assess the effectiveness of two programs developed by the Frostig Center Research Department to improve the reading and spelling of students with learning disabilities (LD): a computer Speech Recognition-based Program ...
Learning Disability Quarterly Vol. 29, No. 4 (2006) pp. 253–268
This study examined children's presentations of the "LD experience" as expressed in online messages on a public website designed for children with learning and attention problems. Earlier research has demonstrated that children view the Internet as...
Mothers' Voices on the Internet: Stress, Support and Perceptions of Mothers of Children with Learning Disabilities and Attention Deficit/Hyperactivity Disorder
Learning Disabilities: A Multidisciplinary Journal Vol. 16, No. 1 (2010) pp. 3–14
The goal of this study was to explore maternal stressors, needs, supports, perceptions, and self-identity as expressed by mothers of children with learning disabilities and/or attention deficit/ hyperactivity disorder (ADHD) in electronic messages...
Learning Disabilities: A Multidisciplinary Journal Vol. 9, No. 2 (1998) pp. 47–56
A study investigated the effects of integrating assistive technology into the homes of 13 children with learning disabilities (ages 9-16). All placements were judged to have had positive effects on children and/or their families. Eight placements...