Eleanor L. Higgins

Effects of Speech Synthesis on the Proofreading Efficiency of Postsecondary Students with Learning Disabilities.

This study investigated the effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities. Subjects proofread self-generated written language samples under three conditions: (a) using a speech synthesis system that simultaneously highlighted and “spoke” words on a computer monitor, (b) having the text read aloud to them by another person, and (c) receiving no assistance. Using the speech synthesis system enabled subjects to detect a significantly higher percentage of total errors than either of the other two proofreading conditions. In addition, subjects were able to locate a significantly higher percentage of capitalization, spelling, usage and typographical errors under the speech synthesis condition. However, having the text read aloud by another person significantly outperformed the other conditions in finding “grammar-mechanical” errors. Results are discussed with regard to underlying reasons for the overall superior performance of the speech synthesis system and the implications of using speech synthesis as a compensatory writing aid for postsecondary students with learning disabilities.

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

In recent literature on persons with learning disabilities (LD), speech recognition has been addressed primarily as an assistive technology to compensate for writing difficulties. However, prior research by the authors has shown that speech recognition may have a remedial effect on reading and spelling. The present study was conducted to compare the effects of two types of speech recognition systems, discrete speech and continuous speech, in terms of their relative remedial effects. Thirty-nine students with LD (aged 9-18) had participated in a previous study. Nineteen had used discrete speech systems for 50 minutes a week for sixteen weeks to write on self-selected topics, while twenty students in a control group had received general computer instruction. In the following semester, an additional experimental condition was added. Thirteen participants used continuous speech recognition systems 50 minutes a week for sixteen weeks to write on self-selected topics. Results were then compared across all three groups. Both discrete and continuous speech groups showed significant improvement in word recognition (p<.002, p<.018) and reading comprehension (p<.043, p<.041) over the control group and the discrete condition also showed significant improvement in spelling (p<.015). Pre- and post-tests on five reading-related cognitive processing measures (phonological, orthographic and semantic processing, metcognitive reading strategies, and working memory) indicated that only phonological processing improved significantly, and only for the discrete speech group when compared to controls (p<.04). Results were related to specific differences between continuous and discrete speech systems in terms of the task requirements for generating and correcting text using the two systems.

Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities.

Seventeen males and twelve females wrote essays under three conditions: (a) without assistance; (b) using a human transcriber; and (c) using a speech recognition system. Students received higher holistic scores using speech recognition than when writing without assistance at a statistically significant level (p=.048). In order to determine the reasons for the superior scores on the essays written using speech recognition, 22 measures of fluency, vocabulary and syntax were computed. Several measures showed a strong correlation with the holistic score. A multiple regression revealed that the best predictor of the holistic score was Words with Seven or More Letters. Further, the ratio of Words with Seven or More Letters to Total Words differed significantly across conditions (p=.0136), in favor of speech recognition, when compared with receiving no assistance. A factor analysis identified three factors that accounted for significant variation in holistic score: Factor 1, measures related to length of the essay (p=.0001+); Factor 2, measures of morphological complexity (p=.003); and Factor 3, main verbs (p=.021). The authors suggest that the technology may have been successful because it “encouraged” the use of longer words, a powerful predictor of a holistic score.

The Compensatory Effectiveness of the Quicktionary Reading Pen II on the Reading Comprehension of Students with Learning Disabilities

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 disabilities aged 10–18 were trained on the operation of the technology and given two weeks to practice decoding single words and using various dictionary functions during independent silent reading in the classroom and other settings. Participants were then given a reading comprehension test under the following conditions: (a) reading passages silently using the Reading Pen, and (b) reading passages silently without assistance. Paired sample comparisons revealed significant differences under the two conditions in favor of using the pen (p<.0001+). Results are discussed in light of previous research on related technologies.

“My LD”: Children's Voices on the Internet

This study examined childrens 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 a social medium that enables communication and promotes personal relationships. In the current study, we assumed that students with LD would treat this specially designed website as a “safe environment,” enabling them to present their self-identities as children with LD and to share the personal meaning of their challenges. By studying their online messages, we sought to develop a deeper understanding of the childrens thoughts, feelings and attitudes, as well as the ways they present themselves online. Theme analysis was performed on 4,903 e-mails sent from 164 self-identified LD participants ages 9–18. Six major themes emerged: (a) LD identity presentation; (b) disclosure of academic difficulties; (c-d) disclosure of emotional problems and social distress; (e) requests for help; and (f) description of positive aspects of LD. Results demonstrated the potential the study of online messaging has for understanding the LD experience. Implications for practice, considerations regarding future studies, and study limitations are discussed.

Longitudinal Research in Learning Disabilities Report on an International Symposium

In June of 1995 an international symposium on longitudinal research in learning disabilities (LD) was held in Missillac, France. The purpose of the symposium was to bring together an international panel of experts in this area to promote international dialogue on longitudinal research in LD, define and develop guidelines for conducting such research, identify problems inherent in this type of research and methods to alleviate them, and establish research priorities. This article synthesizes and highlights the information that emerged from individual presentations and ensuing discussions. Generic considerations regarding longitudinal research are presented; however, particular emphasis is given to the confluence of longitudinal research and learning disabilities.

Reflections on Ethics, Technology, and Learning Disabilities Avoiding the Consequences of Ill-Considered Action

Over the last several years, the field of learning disabilities has directed considerable attention toward the area of technology. However, there have been few discussions regarding the larger ethical implications that surround the use of technology with persons with learning disabilities. This article employs the fundamental ethical principles of beneficence, justice, and autonomy as a framework from which to reflect upon the use of technology with persons with learning disabilities to help ensure that the greatest possible rewards will be gained, while simultaneously minimizing any potential negative consequences. These principles are applied to a number of topics, including instructional/remedial, assistive, and diagnostic technology; technology and special abilities; social/psychological impact of technology; health-related concerns; technological access; and medical technologies.