Abstract

The performance of two students (ages six to seven) with mild disabilities was compared across two instructional conditions (Voice Plus Text versus Text Alone) as the students participated in daily computer-assisted instruction for development of reading readiness skills. Both students made fewer errors in the synthesized speech condition than in the text alone condition. (Author/JDD)

Citation

McGregor, G. (1990). Increasing Instructional Efficiency: A Comparison of Voice Plus Text versus Text Alone on the Error Rate of Students with Mild Disabilities during CAI. Journal of Special Education Technology, 10(4), 192. Retrieved August 14, 2024 from https://www.learntechlib.org/p/144322/.

Keywords

• Artificial Speech
• Computer Assisted Instruction
• Drills (Practice)
• Error Analysis (Language)
• Instructional Effectiveness
• instructional materials
• Mild Disabilities
• Primary Education
• Reading Readiness
• Skill Development
• teaching methods