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新西蘭教育學作業代寫 單詞預測軟件

2020-08-25 17:21

在許多情況下,技術可以在幫助殘疾學生克服他們所面臨的學業困難和幫助他們提高學業技能方面發揮重要和重要的作用。Cullen, Richards和Frank(2008)進行了一項研究,以確定計算機軟件是否會幫助有殘疾的學生提高他們的寫作成績。采用多基線設計對7名患有輕度殘疾的五年級學生進行研究,分為三個階段:基線、使用語音文字處理機進行干預、以及使用與語音文字處理機相結合的文字預測軟件進行干預。在第一周(基線),學生們手寫了所有的寫作樣本,沒有任何調整;在接下來的三周(第一干預)中,學生們使用了Write:Outloud,一個會說話的文字處理器來處理所有的寫作樣本;在過去的三周(干預二)中,學生們使用了一個單詞預測軟件Co:Writer,同時對所有的寫作樣本使用了Write:Outloud。結果顯示,在兩個干預階段中,七名學生中有五名學生的詞匯量有所提高,而在兩個干預階段中,與基線階段相比,其他兩名學生的詞匯量有所下降。這組平均數顯示出單詞的數量有了提高。在不同階段,無論是單獨的還是組內,拼錯單詞的數量都有所改善。總體而言,調查結果顯示,這7名學生中的大多數都受到了積極的影響。另一個例子的技術可以發揮重要的作用,幫助學生克服他們的困難和學術技能可以Bouck進行的研究中發現,勇敢的,弗拉納根,Szwed, Bassette(2010)研究如何有效pentop計算機(FLYPen)和編寫軟件(專門為FLYPen)是在協助殘疾學生寫作。這個工具“類似于一支典型的鋼筆,體積更大,頂部有一個插入軟件墨盒的插槽。”當使用為FLYPen制作的特殊紙張時,筆桿計算機產生聲音輸出,為學生提供各種活動的方向、提示、強化和提示。本研究選擇了三名年齡在15 - 18歲接受特殊教育的高中生;2)有輕度智力或學習障礙的學生;3)書面表達困難的學生;從小學早期就接受特殊教育服務的學生。結果顯示,所有學生在使用FLYPen時,書面表達的質量都有了初步的提高。他們認為,技術增強的程序促進器不僅能使輕度殘疾學生的書面表達在質量和數量上受益,而且還能提高學生的寫作計劃能力,幫助他們更獨立地完成這些任務。
新西蘭教育學作業代寫 單詞預測軟件
Technology could play an important and significant role, in many cases, in helping students with disabilities overcome the academic difficulties that they face and helping them to advance their academic skills as well. Cullen, Richards, and Frank (2008) conducted a study to determine whether computer software would help students with disabilities improve their performance in writing. A multiple baseline design was used to study seven fifth grade students with mild disabilities in three phases: baseline, intervention using a talking word processor, and intervention using word prediction software in conjunction with a talking word processor. In the first week (Baseline) students handwrote all writing samples with no accommodations; in the next three weeks (Intervention one) Students used Write:Outloud, a talking word processor for all writing samples; in the last three weeks (Intervention two) students used Co:Writer, a word prediction software, in conjunction with Write:Outloud for all writing samples. The results displayed that five students out of seven in the study improved the number of words produced in the two intervention phases, while the number of words produced decreased with the other two students in both intervention phases compared with the baseline phase. The group mean showed that there was an improvement in the number of words produced. There were improvements in the number of misspelled words across phases, both individually and in the group mean. Overall, the results showed that the impact on most of the seven students was positive. Another example of the important role that technology can play in helping students to overcome their difficulties with academic skills can be found in the study conducted by Bouck, Doughty, Flanagan, Szwed, and Bassette (2010) to examine how effective a pentop computer (a FLYPen) and the writing software (specifically designed for the FLYPen) was in assisting students with disabilities in writing. This tool “resembles a typical pen, larger in size and includes a slot at the top where a software cartridge is inserted. When using special paper created for the FLYPen, the pentop computer produces voice output to provide directions, prompts, reinforcement, and hints to students for various activities” (p. 36). In this study, three high school students were chosen based on the following criteria: 1) high school students receiving special education services between 15 and 18 years old; 2) students with a mild intellectual disability or learning disability; 3) students having difficulty in written expression; 4) students who had received special education services since early elementary school. The results presented that all students experienced initial gains in the quality of written expression while using the FLYPen. They determined that technology-enhanced procedural facilitators not only can benefit the quality and quantity of written expression in students with mild disabilities, but it can also improve students ability to plan their writing and help them complete these tasks more independently.

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