Proofreading Using an Assistive Software Homophone Tool Compensatory and Remedial Effects on the Literacy Skills of Students With Reading Difficulties

被引：11

作者：

Lange, Alissa A. ^{[1
]}

Mulhern, Gerry ^{[2
]}

Wylie, Judith ^{[2
]}

机构：

[1] SUNY Buffalo, Grad Sch Educ, Buffalo, NY 14260 USA

[2] Queens Univ Belfast, Sch Psychol, Belfast BT7 1NN, Antrim, North Ireland

来源：

JOURNAL OF LEARNING DISABILITIES | 2009年 / 42卷 / 04期

关键词：

assistive software; proofreading; reading difficulties; homophones; secondary-level students; DISCREPANCY DEFINITION; POSTSECONDARY STUDENTS; LEARNING-DISABILITIES; SPEECH SYNTHESIS; PERFORMANCE; ACQUISITION; TECHNOLOGY; CHILDREN; IMPACT;

D O I：

10.1177/0022219408331035

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The present study investigated the effects of using an assistive software homophone tool on the assisted proofreading performance and unassisted basic skills of secondary-level students with reading difficulties. Students aged 13 to 15 years proofread passages for homophonic errors under three conditions: with the homophone tool, with homophones highlighted only, or with no help. The group using the homophone tool significantly outperformed the other two groups on assisted proofreading and outperformed the others on unassisted spelling, although not significantly. Remedial (unassisted) improvements in automaticity of word recognition, homophone proofreading, and basic reading were found over all groups. Results elucidate the differential contributions of each function of the homophone tool and suggest that with the proper training, assistive software can help not only students with diagnosed disabilities but also those with generally weak reading skills.

引用

页码：322 / 335

页数：14

共 49 条

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