Abstract:

The purpose of this article describes an experiment which explores how third level students with Dyslexia manage operating the speech recognition tool in TextHelp V8.1 Gold as an alternative method to computer typing. A case study methodology was adopted as the main research tool to be used in this experiment for seven students who were assessed over a five week Assistive Technology training programme. They were taught how to use other specific Assistive Technology hardware and software according to their needs. A combination of interview and observation techniques were used to gather data for the study by recording how these students managed to use the tool, any difficulties and successes encountered as well as other supplementary information. Even though the application contains a lot of useful tools that can be used by these students for their reading, writing and dictation needs, the results demonstrated mixed success rates by those who used the technology. This became quite apparent when they participated in the initial speech training setup, while the same group of students showed slightly better achievement when using the tool for normal dictation. Presenting easier speech training passages with less content for these students in addition to providing them with a method of hearing each line of a training passage before they dictate it may help this cohort of students to achieve better success with this type of technology in their studies. Individuals who work in Assistive Technology centres need to constantly research the different types of Voice Recognition technologies emerging in the Assistive Technology field and to compare and contrast the potential benefits of each one which could help these students. It is also important that research continuously explore how these technologies could be better improved for the student with Dyslexia and to ensure that they are fit for purpose.

Keywords:

dyslexia, assistive technology, texthelp, text to speech software.