Scenario 8 -Structured spelling software
Introduction
Structured spelling packages are available
which focus in a disciplined way on spelling patterns and introduce or
reinforce less familiar spelling rules. Some programs train the pupil to
develop strategies for looking at and remembering words. The best allow the
teacher to enter appropriate words to be learned and offer age-appropriate
graphics.
 Example 1 – Spelling practice
George’s mother was convinced that access
to a keyboard for all his ‘written’ work would help him to overcome
his aversion to anything to do with words. Although the keyboard took away the
chore of handwriting (George’s writing was illegible) it showed up his
poor spelling – something that he had previously been able to hide through
poor handwriting.
George’s SENCo arranged for him to have 15
minutes each day using Starspell 2001 on the computer in the SEN room. This
supported the ‘Look-Say-Cover-Write-Check’ system with which he was
familiar from use in class, but was far more motivating for him to use. Focused
spelling practice, plus the use of the keyboard, helped George to make the
progress that his mother knew he would.
Key skills and equipment
The key skills for the above example are:
- learn the software
- individualize spelling lists and ensure each session is
focused
The key equipment is:
- laptop or desktop with hard disc
- Starspell 2001 software
Programs to look at
First Keys to Literacy
I Can Spell
Starspell 2001
Spell IT
Wordshark 2L
Some teachers may be interested in trying
Integrated Learning Software. Before investing large amounts of
money it would be advisable to read relevant research. Although progress can be
measured by the software, this does not always transfer to more general use or
result in long term benefit.
For a review of the most common of these
systems see www.becta.org.uk
Scenario 9 - Voice
Activated Software (VAS)
Introduction
There is currently much interest in voice input computer
systems, since it is considered that talking to a computer will be easier than
trying to type, especially if the pupil has physical or literacy difficulties.
The first VAS to be sold required the user to talk into the
microphone leaving a pause between words (Discrete Speech). The
most recent VAS claims that the user can talk normally (Continuous
Speech).
Most current products will accept ‘normal’,
conversational (continuous) speech, but there is still a short time lag between
speech and the words appearing on the screen. However, it is not as easy to use
as this introduction would suggest. The software has to be trained by the user
who has to read aloud chunks of text. This assumes that the user has good
reading skills and a high level of motivation. Currently, researchers are
looking at ways to make the software training easier; eventually there might be
no need for training.
Originally VAS was trained using Discrete Speech. The user
was required to speak…each…word…one…at…a…time.
Dragon Dictate is the only discrete speech program still available since it is
thought that if users can dictate in this way using continuous speech products
then Discrete Speech software is obsolete. Those who use this system recommend
Keystone – a text reading facility that operates with an immediacy
which makes a crucial difference. As each word is spoken by the user and
appears on the screen, it is also repeated out load by the computer. This
provides immediate confirmation, or the prompt to correct. Discrete Speech is
usually recommended for pupils with Dyslexia.
If a school is intending to look seriously at this method of
access then these are a few points that need to be taken into consideration:
- VAS is easier and faster but only if the computer is
powerful enough and the software recognizes the words spoken. Even 90% accuracy
is not really good enough.
- Current software uses templates for adult voices and has
poor recognition rates for children’s voices. Even with adults, regional
accents can affect accuracy.
- Where will the pupil use the system? Is it an
appropriate tool to use during class time and how will extraneous noise affect
accuracy?
- Whether laptop or desktop, a computer running VAS will
need to be of near-top specification – as VAS develops to higher
sophistication, so will the demand for computing power.
- The microphone must be carefully adjusted (position and
Control Panel settings) and of a high quality (e.g. noise-cancelling) –
you may need to replace the one that comes with the software.
- Take time to be accurate – each mistake takes
longer to correct.
- Run the VAS with a good text-to-speech program, such as
Keystone, or TextHELP! Read and Write, which has a text reader window that
makes it easier to follow the reading and focus on the mistakes.
- Dictate into WordPad to begin with. Using a complex word
processor such as Word will slow you down unless you have a very powerful
machine.
Training
- The help of someone who knows the software and can
diagnose any problem from the start (is it the user or the system?) will be
invaluable. Training takes time.
Which System?
- Dragon ‘Naturally Speaking V5’ is suggested for
committed users who are good readers. The preferred edition gives speech
feedback on correction
www.synapseadaptive.com/joel/default.htm
- VAS that uses discrete speech (rather than continuous)
may be easier for a pupil who has speech difficulties
- IBM ‘Via Voice’ is suggested for users with
reading and short term memory problems. A tutorial script can be downloaded
from the website
www.software.ibm.com/speech/
- Buy from a reputable company such as iANSYST Ltd (
Tel:01223 420 101) who can give you the best and most up to date information.
www.dyslexic.com/dictcomp.htm
A fuller discussion of the issues raised can be found by
reading the results of research carried out by Becta, which is available on
their Web Site or on CD.
www.becta.org.uk/projects/speechrecognition/
Example 1 – Using voice
Liam’s handwriting is slow and difficult to read. At
secondary school he used a keyboard and word prediction software for
assignments, but once VAS became available he invested in Dragon Dictate
which required him to speak one…word…at…a…time (Discrete
Speech) and a high-quality microphone. He ran the system on his laptop computer
using WordPad as his word processor. He did not have immediate speech feedback.
At first the system worked well for him but as the amount of written work
increased he tired and his voice became weaker. He then needed to edit mistakes
(when the software misheard him) more often. Perceptual difficulties associated
with his cerebral palsy made independent proof reading, either on-screen or on
hard copy, almost impossible. Determined to continue with the VAS, Liam
invested part of his limited student grant in Keystone ScreenSpeaker in
order to get feedback after each word entered and an even better microphone!
Key skills and equipment
The key skills for the above example are to:
- train the software to recognize your own voice so that
you understand how to teach the skill and how to pre-empt the difficulties the
pupil may encounter
- plan the training to match the abilities and motivation
of the pupil
The key equipment is:
- a powerful computer with up-to-date specification (fast
processor and ample memory) and high-quality sound card - especially important
if you are using a laptop
- a high quality [ANC] noise cancellation microphone, such
as the one from Andrea - especially important if you are using a laptop
- Dragon VAS and Keystone ScreenSpeaker
   
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