Text-to-speech, text, and hypertext: Reading and spelling with the computer

Leong, Che Kan

doi:10.1007/bf01027487

Cited by 11 publications

(4 citation statements)

References 16 publications

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“…Gillingham & Stillman, 1956) and their combination (Hulme & Bradley, 1984; Lundberg, Frost, & Peterson, 1988) for specifying the appropriate foci of training were available earlier. At the outset, computer-based speech feedback received relatively wide popularity among researchers (Spaai, Reitsma, & Ellerman, 1991; Leong, 1992; Olofsson, 1992; Olson & Wise, 1992; van Daal & Reitsma, 1993; Elbro, Rasmussen, & Spelling, 1996). Other kinds of training techniques, such as multi-sensory treatments (e.g.…”

Section: Early Identification Of Dyslexiamentioning

confidence: 99%

Early identification of dyslexia and the use of computer game-based practice to support reading acquisition

Lyytinen¹,

Ronimus²,

Alanko³

et al. 2007

Nordic Psychology

107

109

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The validity of early predictive measures of delayed reading acquisition is summarized on the basis of the Jyväskylä Longitudinal study of Dyslexia (JLD). These results show that children in need of support can be identified years before school age. After a brief review of the literature on computer-based interventions, pilot data is reported on the effects of our computer game 'Literate' that has been specially developed for preventive training with children who are at risk of failing to acquire reading skill at a normal rate.

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Section: Early Identification Of Dyslexiamentioning

confidence: 99%

Early identification of dyslexia and the use of computer game-based practice to support reading acquisition

Lyytinen¹,

Ronimus²,

Alanko³

et al. 2007

Nordic Psychology

107

109

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“…A range of computermediated or computer-assisted activities for reading and spelling has been developed over the last few years and shows promising results (e.g. Leong, 1992;Olson and Wise, 1992). Olofsson (1992) created a computer program using a Scandinavian text-to-speech unit, which allowed children to read a text on the monitor and to use a mouse to request the immediate pronunciation of a word.…”

Section: Computers and Learning To Read And Spellmentioning

confidence: 99%

Computer‐assisted learning to read and spell: results from two pilot studies

Daal

Reitsma²

2000

Journal Research in Reading

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Because multimedia computer programs may provide promising opportunities for the training of initial reading and spelling skills, two small-scale pilot studies have been conducted with a recently-developed program to examine its efficacy and impact on the motivation of the users. The first study is concerned with the use of the program in kindergarten children (K2). As there is no curriculum for these children, a computer program that is fully adaptive may well boost their independence in learning to read and spell. The main finding in this study was that kindergarten readers learned in up to 16 hours of computer practice as much as is normally attained in the first 3 months of formal reading instruction in the classroom. In the second study, reading-disabled students with low levels of motivation engaged in computer-based spelling practice. The most important finding in this study was that the amount of non-task directed behaviour of those who had practised with the computer significantly decreased during both computer sessions and classroom sessions. In the discussion the way in which computers can be used most efficiently for the instruction of reading and spelling is analysed and suggestions for further research and development are presented.

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“…The effectiveness of the text-to-speech feature on reading skills is supported in a number of studies with students with LD (Leong, 1992;Lewis, 1999;MacArthur &. Haynes, 1995;Stine, 1994;Wise &.Olson, 19941. In this study, the text was read in a dramatic way that may have made the stories seem more real than when the students simply read them.…”

Section: Analysis Of the Software Designmentioning

confidence: 94%

“…This text highlighting feature could provide a cue to focus on one word or a segment of a sentence at a time so that the entire text on a page would not be overwhelming. In addition to text highlighting" other features recommended for reading software include (a) text-to-speech capability, [b]animation of pictures, and (c) sound effects (MacArthw;Graham, Haynes, & DeLaPaz, 1996;MacArthur & Haynes, 1995;Leong" 1992;Meyers, 1994;Wise & Olson, 19941. These authors indicated that students with LD can experience improved academic performance using software with those features .…”

Section: Designing Reading Soaware For Students With Disabilitiesmentioning

confidence: 99%