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3. What might a voice recognition training sequence for younger students look like?


The process of teaching students to use voice recognition must be individualized to their own learning needs and style. Remember that we are talking about students who may be skeptical of their own abilities and who may lack experience in writing. However, experience and common sense about teaching suggest that the process should usually adhere to some variation of the following steps:

  1. The student observes the evaluator or trainer inputting text by using a few of the most basic procedures; such as word-by-word dictation, selection of alternative word, spelling to generate additional choices, and basic error correction.

  2. The student undergoes enough initial training so that the system can identify an initial voice file.

  3. The student undergoes additional training to facilitate accurate dictation.

  4. The student is prompted to write a single, simple sentence (e.g., "I like to go snowboarding and skateboarding." This is done with the voice recognition system turned off. The student says the sentence aloud so that the trainer knows what is going to be said.

  5. With a word processor appropriate to the student's developmental level and interests, the student begins word-by-word dictation with the evaluator attending to all other operational matters, such as using the keyboard, watching the suggestion window, and making alternative selections. The goal at this point is to have the student dictate one sentence so that the system is familiar with the words.

  6. The student dictates the same sentence once or twice more, which allows him or her to experience a greater level of fluency.

  7. The student and trainer decide on a second sentence which uses some of the same words (e.g., "Snowboarding and skateboarding are popular sports.").

  8. The student dictates the new sentence and the preceding steps are repeated with the him or her taking gradual responsibility for operating the system.

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