REMEDIAL WRITING SOFTWARE FOR THE LEARNING DISABLED

这项工作的总体目标是开发一个有效的软件 此工具用于纠正特定于 学习障碍人群。第一阶段的研究将集中在 修改书写和校样，一种文字处理 具有检查拼写和语法的能力的程序 在Apple//电脑上实时播放。这个软件，它是 由提议的组织开发，与“Normal”一起使用 初中生与英语作为第二语言 学生，可以为用户提供量身定做的帮助 关于常见错误模式的分析。 第一阶段的具体任务包括收集和语言 年学习困难学生100篇作文样本分析 4-12年级，修改拼写和语法帮助 帮助这一群体解决选定问题的算法， 以及对该软件的课堂测试。在第二阶段中，我们将添加 为软件提供语音合成功能，提供 向学生提供反馈的其他方式。此外，阶段 II将把该软件扩展到更广泛的句法广告 语义问题，并提供自动评分和记录- 留住。这些变化将由受控的 关于书证工作有效性评价的研究 提高学习障碍者的写作能力。这 提案提供了将一项独特技术应用于 基于学习需求的实时自然语言句法分析 禁用；这类技术通常是为“高端”保留的 用户，而不是学生。

The overall goal of this effort is to develop an effective software tool for remediating the types of writing problems specific to the learning disabled population. The Phase I research will focus on the modification of WRITE and PROOF, a word processing program with the capability of checking spelling and grammar in real-time on Apple // computers. This software, which was developed by the proposing organization for use with "normal" junior high school students and English as a Second Language students, can be tailored to provide assistance to the user based on an analysis of commom error patterns. Specific tasks for Phase I include the collection and linguistic analysis of 100 writing samples from learning disabled students in the 4th - 12th grades, modification of spelling-and grammar-help algorithms to assist this population group with selected problems, and classroom trials of the software. In Phase II we will add speech synthesis capabilities to the software to provide an alternative means of feedback to the student. In addition, Phase II will expand the software to a broader range of syntactic ad semantic problems, and provide automatic scoring and record- keeping. These changes will be supplemented with a controlled study to evaluate the effficacy of WRITE and PROOF in improving the writing skills of the learning disabled. This proposal offers an opportunity to apply a unique technology for real-time natural language parsing to the needs of the learning disabled; such technologies are usually reserved for "high-end" users, not students.