Using Word Prediction Software to Increase Typing Fluency with Students with Physical Disabilities

Abstract

Although word prediction software was originally developed for individuals with physical disabilities, no previous research was found that included participants with significant physical disabilities that affected hand use. Using two-minute trials, two participants improved their typing rate using word prediction software, one participant had mixed results, and the participant with the fastest pre-intervention typing speed had a decreased typing rate with word prediction. This study indicates that the effectiveness of using word prediction software to increase typing speed may vary due to the severity of physical disability or pre-intervention typing rate.

Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: A literature review

“…In the present review, most of the studies (n=26) have a quantitative design: two with cohort designs (40,41), single-subject design (n = 4)(42-45), before-after design (n=10) (46)(47)(48)(49)(50)(51)(52)(53)(54)(55) , casestudy design (descriptive) (n = 5) (56-60), and six studies with a cross-sectional design (n = 6) (61-66). Five studies have a qualitative design (67-71).…”

“…Use of computers and word-processing programs with and without word-prediction software has been studied by examining legibility (42,44,46,47), speed in writing (42)(43)(44)(46)(47)(48), amount of written text (42)(43)(44)47) but also the number of correctly spelled words (42,44,(46)(47)(48) before and after the treatment period.…”

“…Finally, computers with special multimedia software applications were the types of ICT that had been used and studied in all articles in students with hearing impairment. Regarding how ICT was being used in the 16 intervention studies, Tables II-VI indicated that the purposes of the ICT interventions were either to compensate for the disability (42)(43)(44)(45)(46)(47)(48)(49)(50)(51)53) or to exercise to improve functional capacity (40,41,52,54,55).…”

“…The outcomes in studies of students with mild motor impairment with handwriting difficulties (Table II) indicated that computer use with this type of ICT facilitated students' quality in writing (42)(43)(44)(46)(47)(48), such as decreased spelling errors and increased legibility. However, the students' writing speed had not increased in two (43,44) out of six studies.…”

“…Other benefits reported, based on teacher and therapists observation, were children's increased motivation for writing and the fact that writing became less tiring when a computer was used (44,47,48).…”