EFFECTS OF SPEECH SYNTHESIS ON THE PROOFREADING EFFICIENCY OF POSTSECONDARY STUDENTS WITH LEARNING-DISABILITIES

This study investigated the effects of speech synthesis on the proof-r eading efficiency of postsecondary students with learning disabilities . Subjects proofread self-generated written language samples under thr ee conditions: (a) using a speech synthesis system that simultaneously highlighted and ''spoke'' words on a computer monitor, (b) having the text read aloud to them by another person, and (c) receiving no assis tance. Using the speech synthesis system enabled subjects to detect a significantly higher percentage of total errors than either of the oth er two proofreading conditions. In addition, subjects were able to loc ate a significantly higher percentage of capitalization, spelling, usa ge and typographical errors under the speech synthesis condition. Howe ver, having the text read aloud by another person significantly outper formed the other conditions in finding ''grammar-mechanical'' errors. Results are discussed with regard to underlying reasons for the overal l superior performance of the speech synthesis system and the implicat ions of using speech synthesis as a compensatory writing aid for posts econdary students with learning disabilities.