Speech Recognition Correction Based On Detected Topic In Speech

This disclosure describes techniques for adjusting speech recognition of a voice dictation based on topics that are detected from the speech during and after the dictation. A topic of the speech content is classified based on recognized speech. Speech recognition of further speech is adjusted to the detected topic, and text that was previously-recognized during the dictation is re-recognized and corrected using the adjustment. Described features can improve accuracy of text transcripts obtained automatically from dictation, reducing the amount of manual corrections required for recognized text

Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software

This study investigated oral reading fluency development among Hispanic high school English-language learners. Participants included 11 males and 9 females from first-year, second-year, and third-year English language arts classes. The pre-post experimental study, which was conducted during a four-week ESL summer program, included a treatment and a control group. The treatment group received a combination of components, including modified repeated reading with self-voice listening and oral dictation output from a speech recognition program. Each day, students performed a series of tasks, including dictation of part of the previous day’s passage; listening to and silently reading a new passage; dictating and correcting individual sentences from the new passage in the speech recognition environment; dictating the new passage as a whole without making corrections; and finally, listening to their own voice from their recorded dictation. This sequence was repeated in the subsequent sessions. Thus, this intervention was a technology-enhanced variation of repeated reading with a pronunciation dictation segment. Research questions focused on improvements in oral reading accuracy and rate, facility with the application, student perceptions toward the technology for reading, and the reliability of the speech recognition program. The treatment group improved oral reading accuracy by 50%, retained and transferred pronunciation of 55% of new vocabulary, and increased oral reading rate 16 words-correct-per-minute. Students used the intervention independently after three sessions. This independence may have contributed to students’ self-efficacy as they perceived improvements in their pronunciation, reading in general, and reported an increased liking of school. Students initially had a very positive perception toward using the technology for reading, but this perception decreased over the four weeks from 2.7 to 2.4 on a 3 point scale. The speech recognition program was reliable 94% of the time. The combination of the summer school program and intervention component stacking supported students’ gains in oral reading fluency, suggesting that further study into applications of the intervention is warranted. Acceleration of oral reading skills and vocabulary acquisition for ELLs contributes to closing the reading gap between ELLs and native-English speakers. Fluent oral reading is strongly correlated with reading comprehension, and reading comprehension is essential for ELLs to be successful in school. Literacy support tools such as this intervention can play a role in ameliorating English acquisition faster than the rate attained through traditional practices

Using Speech Recognition Software to Increase Writing Fluency for Individuals with Physical Disabilities

Writing is an important skill that is necessary throughout school and life. Many students with physical disabilities, however, have difficulty with writing skills due to disability-specific factors, such as motor coordination problems. Due to the difficulties these individuals have with writing, assistive technology is often utilized. One piece of assistive technology, speech recognition software, may help remove the motor demand of writing and help students become more fluent writers. Past research on the use of speech recognition software, however, reveals little information regarding its impact on individuals with physical disabilities. Therefore, this study involved students of high school age with physical disabilities that affected hand use. Using an alternating treatments design to compare the use of word processing with the use of speech recognition software, this study analyzed first-draft writing samples in the areas of fluency, accuracy, type of word errors, recall of intended meaning, and length. Data on fluency, calculated in words correct per minute (wcpm) indicated that all participants wrote much faster with speech recognition compared to word processing. However, accuracy, calculated as percent correct, was much lower when participants used speech recognition compared to word processing. Word errors and recall of intended meaning were coded based on type and varied across participants. In terms of length, all participants wrote longer drafts when using speech recognition software, primarily because their fluency was higher, and they were able, therefore, to write more words. Although the results of this study indicated that participants wrote more fluently with speech recognition, because their accuracy was low, it is difficult to determine whether or not speech recognition is a viable solution for all individuals with physical disabilities. Therefore, additional research is needed that takes into consideration the editing and error correction time when using speech recognition software

An Instructional Manual for Implementation of Voice Recognition (VR) in Written Communication

This project investigated the use of voice recognition for written communication. The literature review revealed a lack of research in using voice recognition with individuals with disabilities. An instructional manual consisting of a step-by-step process to guide students through the general training process and teaching students the additional features of the program to promote independent use of Dragon Naturally Speaking Version 5 for written communication. Field tests were completed with 3 students, two with physical disabilities and one with a learning disability

Speech technology for medical reporting : consequences for the correction process

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Children at risk : their phonemic awareness development in holistic instruction

Includes bibliographical references (p. 17-19

Speech recognition: The interpretation of training and using speech recognition software from the perspectives of postsecondary students with learning challenges

This study examined the utilization of speech recognition programs by five college students with learning difficulties. A qualitative approach was implemented over the course of two semesters, Fall 2003 and Spring 2004, to: (a) ascertain students\u27 perspectives on speech recognition, and (b) understand how students used speech recognition programs as a tool to meet the academic demands of postsecondary education. Data collection for this study included interviews, participant observations, field notes, videotape, and course assignments. This study provided qualitative data regarding an assistive technology tool that has traditionally been studied within a quantitative paradigm. Environment, individual characteristics, and life demands were found to impact student use of their speech recognition program. Implications for users, educational professionals, and researchers are presented in the final chapter of this paper