COMPUTER-ASSISTED READING - EFFECTS OF WHOLE-WORD FEEDBACK ON FLUENCY AND COMPREHENSION IN READERS WITH SEVERE DISABILITIES

被引：25

作者：

FARMER, ME ^{[1
]}

KLEIN, R ^{[1
]}

BRYSON, SE ^{[1
]}

机构：

[1] YORK UNIV,PSYCHOL,N YORK M3J 1P3,ONTARIO,CANADA

来源：

REMEDIAL AND SPECIAL EDUCATION | 1992年 / 13卷 / 02期

关键词：

D O I：

10.1177/074193259201300208

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The advent of computer-assisted reading programs that utilize computer-synthesized speech provides an opportunity for readers with disabilities to obtain reading practice in an informative and nonthreatening situation. This article provides a review of studies that have used computer-assisted reading programs, with and without synthesized speech. It also describes a pilot study with readers having severe disabilities, using computer-synthesized speech in a reading program, in an attempt to improve their word recognition abilities. Possible reasons for the lack of significant findings in this study, and recommendations for future research, are discussed.

引用

页码：50 / 60

页数：11

共 36 条

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