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Speaking to Read: The Effects of Continuous Versus Discrete Recognition Systems on the Reading and Spelling of Children with Learning Disabilities

By Higgins, Eleanor L.; Raskind, Marshall H.; Journal of Special Education Technology, Vol. 15, No. 1, pp. 19-30
Publication Date: Winter 2000

Article on a study conducted to compare the effects of two types of speech recognition systems - discrete speech and continuous speech recognition. Both continuous and discrete speech recognition groups showed significant improvement in word recognition and reading comprehension, and the discrete speech recognition group demonstrated improvement in spelling.
Published by: Exceptional Innovations   (Website:http://www.exinn.net)

Technology and Media Division (TAM) of the Council for Exceptional Children (CEC)    (Web Site: http://www.tamcec.org )
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