The use of voice recognition software as a compensatory strategy for postsecondary education students receiving services under the category of learning disabled.
Research on the use of voice recognition software (VRS) as a compensatory strategy for written language difficulties, often experienced by postsecondary education students receiving services under the category of learning disabled, is minimal, with one study [13] reporting findings. Higgins and Rask...
| Publicado en: | Journal of Vocational Rehabilitation Vol. 22; no. 1; pp. 49 - 65 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106505544&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106505544 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10522263 3O2 jtl: Journal of Vocational Rehabilitation issn: 10522263 maglogo: N pubinfo: dt: 2005 vid: 22 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106505544 106505544 2005125317 10.3233/jvr-2005-00273 106505544 ppf: 49 ppct: 16 formats: fmt: @attributes: type: P tig: atl: The use of voice recognition software as a compensatory strategy for postsecondary education students receiving services under the category of learning disabled. aug: au: Roberts KD Stodden RA affil: University of Hawai'i at Manoa, Center on Disability Studies, 1776 University Avenue, UA 4-6, Honolulu, HI 96822; robertsk@hawaii.edu sug: subj: Voice Recognition Systems Utilization Students with Disabilities Colleges and Universities School Accommodation Learning Disorders Qualitative Studies Constant Comparative Method Triangulation Adult Middle Age Female Male Human Adult: 19-44 years Middle Aged: 45-64 years Female Male ab: Research on the use of voice recognition software (VRS) as a compensatory strategy for written language difficulties, often experienced by postsecondary education students receiving services under the category of learning disabled, is minimal, with one study [13] reporting findings. Higgins and Raskind [13] found writing samples of their subjects, completed with VRS, had higher holistic scores than samples completed with assistance from a transcriber, and without assistance. The research presented in this article builds on this finding through investigation of research questions that address ongoing use of VRS, influence of VRS on writing performance, and variables that influence both of these areas.Key findings include ongoing use of the software being dependent upon need and personal issues; written performance improvements contingent upon need; and key variables influencing ongoing use, including: time, ease of use/acquisition of skills, personal issues, use of Standard English, disability (area affected), and the use of other effective compensatory strategies. This article outlines characteristics of individuals who may benefit from using the software, implications for specific populations, and direction for future research. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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