The following research has been done or is being done in the areas of language, communication, writing and learning differences.
If you would like to contribute to our research section, please contact us.WordQ 4 Overview
by Fraser Shein PhD and Vivian Tsang PhD, Quillsoft, Ltd
White paper offers an overview of the design and purpose of wordQ 4.Word Prediction and Speech Feedback
by Dr Colin J. Laine, Professor Emeritus
The University of Western Ontario
Specialist in Education of children and adults with communicative and cognitive disabilities; and their use of Assistive Technology
As detailed on their website, the National Centre for Technology Innovation (NCTI) advances learning opportunities for individuals with disabilities by fostering technology innovation.Reading Rockets
This article from National Center for Technology Innovation and Center for Implementing Technology in Education provides brief research summaries on the benefits of providing students access to optional features in consumer electronics followed by practical suggestions on how to integrate these features into instruction and studying.Measuring the Outcomes of Word Cueing Technology
The following is an excerpt from an article by Cynthia Tam, Janice Archer, Jennifer Mays, Gretchen Skidmore the full article can be found here.
"Writing is an important occupation for children. Not being able to transfer thoughts to paper and produce legible handwriting at a speed fast enough to meet the writing demands at school may hinder academic progress and success (Briggs, 1980; Sweedler-Brown, 1992). Over time, children who encounter these challenges may avoid writing, which in turn compromises their development of written language skills (MacArthur & Graham, 1987).
by Anna Evmenova of George Mason University
The attached pdf is a dissertation done by Anna Evmenova of George Mason University on the benefits students with writing difficulties can reap with the use of word prediction software.Engaging Students for Success (PDF)
by Jenna Gorecki and Sandi Carron
This goQ white paper discusses the benefits of wordQ+speakQ and how it improves literacy, fuels communication, and promotes student achievement.
by Matthew H. Schneps , Jenny M. Thomson, Gerhard Sonnert, Marc Pomplun, Chen Chen, Amanda Heffner-WongBackup research - New features in iWordQ and WordQ for Chrome.
by Matthew H. Schneps , Jenny M. Thomson, Chen Chen, Gerhard Sonnert, Marc Pomplun
E-Readers Are More Effective than Paper for Some with DyslexiaBackup research - New features in iWordQ and WordQ for Chrome.
by Matthew H. Schneps , Jenny M. Thomson, Gerhard Sonnert, Marc Pomplun, Chen Chen, Amanda Heffner-Wong
Shorter Lines Facilitate Reading in Those Who StruggleUnderstanding Synthetic Speech and Language Processing of Students with & w/o a Reading Disability
by Dr Todd Cunningham
To help circumvent reading disability (RD) decoding difficulty, Text-To-Speech (TTS) software can be used to present written language audibly. Although TTS software is currently being used to help RD students, there is a lack of empirically supported literature to inform developers and users of TTS software on best practices. This dissertation investigated two methods to determine whether they increase the effectiveness of TTS for RD and typically-developing students. The first method compared low and high quality TTS voices in regards to understanding. TTS voice quality was identified by having 40 university students listen to and rate the quality of 10 commonly used TTS voices and 2 human voices. Three voices were chosen for the subsequent study based on the ratings; one low quality TTS, one high quality TTS, and one natural voice (Microsoft Mary, AT&T Crystal, and Susan, respectively). Understanding was assessed with tests of intelligibility and comprehensibility ...