The Study of Using Chinese Voice Recognition System in Helping the Student with Dyslexia in Elementary School’s Resource Room

• Main Author: 陳惠珍
• Other Authors: 楊熾康
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/51638614256243942034

碩士 === 國立花蓮師範學院 === 特殊教育教學碩士班 === 92 === Abstract The purpose of this study was to investigate the efficiency of Chinese Voice Recognition System (CVRS) in helping an elementary school’s student with dyslexia. The research method applied in this study was alternative treatment of single subject for a fifth grader who enrolls in a suburban elementary school located in Nantou County, Taiwan. This study lasted for six weeks. The independent variable was CVRS and writing. The dependent variable was subject’s writing samples including, the number of total words, the number of different vocabulary, the number of sentences, the mean length of utterance (MLU), and the total number of vocabulary. All the dependent variables were measured before, during, and after the study. This experimental teaching had four phases including base line phase, training phase, experiment process phase, and the reserved phase. The research used visual analysis after data was collected. In addition, the t-test was applied to verify the efficiency between CVRS and handwriting. The results of this study were stated as follows: 1. During experiment process phase of CVRS, the number of characters written by the subject had increased significantly comparing to the beginning phase and the handwriting. In the reserved phase, the total number of written characters had increased more significantly than those in handwriting as well as the experiment phase. 2. In experiment process phase, the number of different characters written by the subject increased more than those in the hand writing and the experiment process phase. In the reserved phase, the total number of different characters written by the subject increased more than those written in the handwriting phase and the experiment process phase. 3. In experiment process phase of CVRS, the number of total sentences written by subject increased more than those written in the beginning phase and the handwriting. In the reserved phase, the number of total sentences written increased more than those written in the handwriting as well as the experiment process phase. 4. In experiment process phase of CVRS, the MLU had increased comparing to the beginning phase and the handwriting. In the reserved phase, the MLU written by the subject had increase more than those written in handwriting and experiment process phase. 5. In experiment process phase of CVRS, the total number of vocabulary written by the subject had improved significantly more than those written in the beginning phase and the handwriting. In the reserved phase, the total number of vocabulary written by the subject had improved more than those written in the handwriting and the experiment process phase. In conclusion, the researcher proposed professional suggestions based on the finding of this research. In hope, the professional suggestions add contribution to the future related research.