Speak to Write CD-ROM/ Discrete Speech Companion
Tutorial Prototype User's Manual (separate wire-bound copy)

INTRODUCTION
The Speaking to Write Project
Training Tools
The Speak to Write CD-ROM [intro_cdrom.pdf]
Training Materials
Speaking to Write Listserv and Website
Train the Trainer Model
This Manual

CHAPTER 1: SPEECH RECOGNITION AS AN ASSISTIVE TECHNOLOGY
Background
Why Use Speech Recognition: The Need to Develop Writing Skills
Speech Recognition as a Tool [html] [ch1_tool.pdf]
Speech Recognition Systems: Discrete vs. Continuous
Discrete Speech Recognition
Continuous Speech Recognition
Continuous vs. Discrete: Which one to Use?
Using Speech Recognition with Students
Student Characteristics to Evaluate When Considering Use of Speech Recognition
Speech Recognition and Students with Physical Impairments
Speech Recognition and Students with Speech Impairment
Speech Recognition and Students with Learning Disabilities
Support Requirements for Successful Implementation of Speech Recognition in Schools
Support Requirements for Successful Implementation in Schools

CHAPTER 2: TRAINING STUDENTS TO USE DRAGONDICTATE®:
STAGE 1:GETTING STARTED
How DragonDictate® Works
The DragonDictate® Vocabularies
Developing a Strong Voice File in DragonDictate® [ch2_voicefile.pdf]
How to Begin Working With A Student
Writing by Voice
Enrollment Process—Creation of Voice File and Audio Set up Wizard

CHAPTER 3: TRAINING STUDENTS TO USE DRAGONDICTATE®: STAGE 3: TRAINING THE STUDENT IN SOFTWARE USE
Training Strategies for Developing the Student’s Use of DragonDictate®
DragonDictate® Training Overview for Teachers
Suggested Training Sequence for DragonDictate®
Introducing and Training Correction Strategies
Developing Student Control of the Program
Additional Early Training Strategies

CHAPTER 4: TRAINING STUDENTS TO USE DRAGONDICTATE®: STAGE 3: BUILDING THE STUDENT'S INDEPENDENT USE
Individualizing the Software by Setting Options to Address Individual Needs
DragonDictate® for Windows Set up for Students: Guidelines
Building Independent Use of Speech Recognition [html] [ ch4_independent.pdf]
Setting the "Adapt Only On Correction"
Understanding the Vocabulary Manager
Adding Words to the Vocabulary/DragonDictate® Dictionary
Understanding the Vocabulary Manager
Exploring the Vocabularly Manager and Adding a New Word

CHAPTER 5: TEACHING WRITING WITH DRAGONDICTATE®
DragonDictate® and Language Arts: Overview of Integrating Tasks
Building Dictation Fluency
Building Proficiency with Correction Strategies While Writing
Clarifying Instructional Goals
Developing Focused Writing Skills [ch5_focused.pdf]
Focusing on Different Aspects of the Writing Process
Working on Speech Therapy Goals: Two Brief Case Studies
Adjusting Instructional Support to the Student and the Task
Avoiding Frustration in the Face of New Expectations and Demands

CHAPTER 6: COMMON PROBLEMS ENCOUNTERED USING DRAGONDICTATE®
Strategies for Dealing with Sound Input Problems
Microphone Related Problems
Solutions for Reducing Interference from External Noise During Dictation
Strategies for Improving Recognition of Voice Commands
When the Voice Commands are not Performing Properly
Strategies for Accomodating DragonDictate® to Variations in Speech Patterns, Articulation etc.
Adaptability to Variations within a Single User’s Voice
Adaptability to a Variety of Voice Types
DragonDictate® Appears to be Recognizing the User’s Voice but Text is not Appearing on the Screen

CHAPTER 7: BUILDING CAPACITY FOR IMPLEMENTING SPEECH RECOGNITION IN SCHOOLS
The Speaking to Write Project Training
This Manual and the Speaking to Write Training Model
The Training Model [html]
Training Structure and Agenda
Annotated Training Agenda
How Training Materials are Related to Training Goals
District Wide Implementation: A Case Study

APPENDICES
Appendix A—Training Activities
Training Activity 2: Setting Options for Individual User [app_training2.pdf ]
Appendix B—Some Fairfax County Training Handouts
Appendix C—Additional Speak to Write Training Handouts

REFERENCES