Auditory Feedback and Writing: Learning Disabled and Nondisabled Students

Espin, Christine A.; Sindelar, Paul T.

doi:10.1177/001440298805500105

Cited by 23 publications

(6 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Three observations may be made regarding these results. First, they support similar findings in other studies, such as Bennett, Rock, and Kaplan (1987); Espin and Sindelar (1986); Harker and Feldt (1993); Koretz (1997); and Weston (1999). Next, they are in line with Carver's (2000) theory on the similarities between listening and reading, particularly for this minimum competency assessment.…”

Section: Discussionsupporting

confidence: 90%

Performance of Students With Disabilities Under Regular and Oral Administrations of a High-Stakes Reading Examination

Huynh¹,

Barton²

2006

Applied Measurement in Education

View full text Add to dashboard Cite

This study examined the effect of oral administration accommodations on test structure and student performance on the Reading test of the South Carolina High School Exit Examination (HSEE). The examination was given at Grade 10 and was untimed; hence, students were permitted as much time as they needed to answer all the questions. Three groups of students were studied. The 1st group consisted of students with disabilities (SWD) who were given the test under oral administration. Students in the 2nd group were SWD who were given the regular forms without oral accommodations. The last group comprised students without disabilities who took the regular forms, also without accommodations. It was found that the internal (factorial) structure of the HSEE test remained stable across these students groups. In addition, it was found that, after controlling for major background variables, HSEE performance of SWD under oral administration accommodations was equal to that of SWD (presumably with milder disabilities) under regular administration. It was concluded that oral administration accommodation served to level the playing field for students whose disabilities were presumably severe enough to require oral accommodations.

show abstract

Section: Discussionsupporting

confidence: 90%

Performance of Students With Disabilities Under Regular and Oral Administrations of a High-Stakes Reading Examination

Huynh¹,

Barton²

2006

Applied Measurement in Education

View full text Add to dashboard Cite

show abstract

“…In addition, the auditory input may reduce the user's burden of reading while editing (Burenstein, 1995). Students may learn to identify more errors of punctuation, grammar and syntax when listening to previously written passages (Espin & Sindelar, 1988;Raskind & Higgins, 1995) which in turn may result in more substantive revisions to their papers (MacArthur, 1996). Speech synthesis can also be used to allow individuals to check their own spelling (MacArthur, this issue).…”

Section: Characteristics Of Speech Input Technologymentioning

confidence: 99%

Composing via Dictation and Speech Recognition Systems: Compensatory Technology for Students with Learning Disabilities

Paz

1999

Learning Disability Quarterly

View full text Add to dashboard Cite

This article provides a rationale for using an oral mode of production as a means of composing. For individuals with learning disabilities (LD), composing orally may allow them to circumvent transcription or text production problems (e.g., handwriting, spelling, punctuation), which in turn may allow greater focus on higher-order concerns such as planning and content generation. Support for this position comes from research on the use of dictation as well as studies of both simulated and existing speech recognition systems involving individuals with LD. Current characteristics of speech recognition systems are described, with an emphasis on what these applications require of teachers and students. Finally, recommendations are offered for teachers who plan to use dictation or speech recognition with individuals with LD.

show abstract

“…In the area of written formulation children with learning disabilities can have superior auditory language, adequate reading comprehension, and the ability to copy the printed word, yet often they cannot express ideas in writing (Espin & Sindelar, 1988). One explanation for this phenomenon is found in the theories of Vygotsky.…”

Section: The Writing Skills Of Students With Learning Disabilitiesmentioning

confidence: 99%

“…The most frequent errors in syntax are word omissions, distorted word order, incorrect verb and pronoun usage, incorrect word endings, and lack of punctuation (Espin & Sindelar, 1988).…”

Section: The Writing Skills Of Students With Learning Disabilitiesmentioning

confidence: 99%

“…Cooperative learning strategies can also help in peer revision and writing conferences as students share their writing with their group and accept their ideas and revisions (Johnson, Johnson, & Holubec, 1986). These activities also increase the ability to understand someone's perspective, help students develop trust and motivate them to complete assignments, so that they can share them with their group (Slavin, 1990;Espin & Sindelar, 1988).…”

Section: Instructional Strategies For Writing Skillsmentioning

confidence: 99%

See 1 more Smart Citation

The effects of social skills training on the writing skills of middle school students with learning disabilities

Fahringer¹

View full text Add to dashboard Cite

Writing performance is increasingly included in state assessments of student academic performance such as the Florida Writes exam given in the fourth, eighth and eleventh grades. The importance attributed to writing is also evident at a national level. The Department of Education, through the National Center for Educational Statistics, prepared a 1990 portfolio study to explore new methods for collecting students' school-based writing (Gentile, 1992). The 1990 study revealed the types of writing used by students in grades four and eight. Of the total writing produced by children in grades four and eight, informative writing in grade four comprised 51% of the total writing and in grade eight 59%. Thirty-six percent of the total writing in grade four, and 30% of the total writing in grade eight was narrative. The majority of writing in grades four and eight were either informative or narrative in style. The 1990 study also looked for evidence of process writing strategies in students' writing and it was evident in 38% of the writing of children in grade four and 43% of the writing of children in grade eight. In 1992, further interest in

show abstract

Auditory Feedback and Writing: Learning Disabled and Nondisabled Students

Cited by 23 publications

References 19 publications

Performance of Students With Disabilities Under Regular and Oral Administrations of a High-Stakes Reading Examination

Performance of Students With Disabilities Under Regular and Oral Administrations of a High-Stakes Reading Examination

Composing via Dictation and Speech Recognition Systems: Compensatory Technology for Students with Learning Disabilities

The effects of social skills training on the writing skills of middle school students with learning disabilities

Contact Info

Product

Resources

About