phraseexpress not play nice with dragon naturally

Results pointed to that the teachers were predominately positive of text-to-speech usage and perceived the students as being independent when using text-to-speech functions, but these were conditioned on the amount of support and training that was provided. After the intervention, all 26 participating teachers wrote down their reflections on 1-2 pages, which were analyzed using qualitative content analysis and categorized into three themes. Twenty-six special education teachers and their students (n=26), whereof n=18 were elementary school students and n=8 were upper secondary education students used the text-to-speech function, without any prior experience of assistive technology. This study investigates if a mobile text-to-speech accommodation device can compensate for reading difficulties in an applied school setting. Based on these results, text-to-speech functions seem to have the potential to compensate for reading difficulties. Other results pointed to that the teachers were optimistic about the impact of text-tospeech usage on expanded language-learning opportunities, and emphasized increased reading speed as the most important benefit of using this technology.

Phraseexpress not play nice with dragon naturally