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 Volume 15, Number 1, ISSN 0162-6434
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)
Higgins, E.L. & Raskind, M.H. (2000). 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, 15(1), 19-30.
Cited ByView References & Citations Map
Cindy L. Anderson, Roosevelt University, United States; Susan Cherup, Hope College, United States; Kevin M. Anderson, Oak Park District 97, United States
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 337–355
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