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Auswahl der wissenschaftlichen Literatur zum Thema „Assistive Writing Tools“
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Zeitschriftenartikel zum Thema "Assistive Writing Tools"
Hussein, Sara, und Ahmed A. Khalifa. „Artificial intelligence (AI) and ChatGPT involvement in orthopaedic research activities, the good, the bad, and the Ugly“. Egyptian Orthopaedic Journal 58, Nr. 3 (2023): 149–51. http://dx.doi.org/10.4103/eoj.eoj_86_23.
Der volle Inhalt der QuelleOberstein, Jill S. „Assistive Technology: Classroom Tools for Reading, Writing and Math“. BIOPHILIA 1, Nr. 2 (2002): 2_22_2. http://dx.doi.org/10.14813/ibra.1.2_22_2.
Der volle Inhalt der QuelleWai Wai, Lim, Yeo Kee Jiar und Lina Handayani. „A systematic review on interventions for children with dyslexia“. International Journal of Evaluation and Research in Education (IJERE) 12, Nr. 3 (01.09.2023): 1674. http://dx.doi.org/10.11591/ijere.v12i3.25099.
Der volle Inhalt der QuelleJozwik, Sara, George Peterson Karlan und Tara Kaczorowski. „Effects of POWER Strategy Instruction for Students Supported by Assistive Technology“. Journal of International Special Needs Education 23, Nr. 2 (04.10.2018): 45–56. http://dx.doi.org/10.9782/18-0001.
Der volle Inhalt der QuelleDunn, Michael. „Students At-Risk of having Dysgraphia: Applying Assistive Technology Tools to help with Pre Writing“. Journal of Educational Policies and Current Practices 1, Nr. 2 (22.02.2015): 99–111. http://dx.doi.org/10.15340/2147336612844.
Der volle Inhalt der QuelleJacobs, Michael. „Effectiveness of Word Prediction Software WORDQ: “...Predict it, Hear it, Choose it, Review it, Correct it, Write it now...”“. Kairaranga 16, Nr. 2 (01.07.2015): 55–64. http://dx.doi.org/10.54322/kairaranga.v16i2.260.
Der volle Inhalt der QuelleAlnasser, Suliman M. N. „EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia“. SAGE Open 12, Nr. 3 (Juli 2022): 215824402211230. http://dx.doi.org/10.1177/21582440221123021.
Der volle Inhalt der QuelleTam, Cynthia, Janice Archer, Jennifer Mays und Gretchen Skidmore. „Measuring the Outcomes of Word Cueing Technology“. Canadian Journal of Occupational Therapy 72, Nr. 5 (Dezember 2005): 301–8. http://dx.doi.org/10.1177/000841740507200507.
Der volle Inhalt der QuellePrabha A, Jothi, Bhargavi R und Ramesh Ragala. „Prediction of dyslexia using support vector machine in distributed environment“. International Journal of Engineering & Technology 7, Nr. 4 (06.10.2018): 2795. http://dx.doi.org/10.14419/ijet.v7i4.17222.
Der volle Inhalt der QuelleWindy Anggara, Aprillian. „SISTEM INFORMASI PENDATAAN ALAT BANTU BAGI PENYANDANG DISABILITAS PADA DINAS SOSIAL ACEH“. Jurnal Indonesia : Manajemen Informatika dan Komunikasi 1, Nr. 2 (30.12.2020): 55–62. http://dx.doi.org/10.35870/jimik.v1i2.20.
Der volle Inhalt der QuelleDissertationen zum Thema "Assistive Writing Tools"
Xu, Jitao. „Writing in two languages : Neural machine translation as an assistive bilingual writing tool“. Electronic Thesis or Diss., université Paris-Saclay, 2022. http://www.theses.fr/2022UPASG078.
Der volle Inhalt der QuelleIn an increasingly global world, more situations appear where people need to express themselves in a foreign language or multiple languages. However, for many people, writing in a foreign language is not an easy task. Machine translation tools can help generate texts in multiple languages. With the tangible progress in neural machine translation (NMT), translation technologies are delivering usable translations in a growing number of contexts. However, it is not yet realistic for NMT systems to produce error-free translations. Therefore, users with a good command of a given foreign language may find assistance from computer-aided translation technologies. In case of difficulties, users writing in a foreign language can access external resources such as dictionaries, terminologies, or bilingual concordancers. However, consulting these resources causes an interruption in the writing process and starts another cognitive activity. To make the process smoother, it is possible to extend writing assistant systems to support bilingual text composition. However, existing studies mainly focused on generating texts in a foreign language. We suggest that showing corresponding texts in the user's mother tongue can also help users to verify the composed texts with synchronized bitexts. In this thesis, we study techniques to build bilingual writing assistant systems that allow free composition in both languages and display synchronized monolingual texts in the two languages. We introduce two types of simulated interactive systems. The first solution allows users to compose mixed-language texts, which are then translated into their monolingual counterparts. We propose a dual decoder Transformer model comprising a shared encoder and two decoders to simultaneously produce texts in two languages. We also explore the dual decoder model for various other tasks, such as multi-target translation, bidirectional translation, generating translation variants, and multilingual subtitling. The second design aims to extend commercial online translation systems by letting users freely alternate between the two languages, changing the texting input box at their will. In this scenario, the technical challenge is to keep the two input texts synchronized while taking the users' inputs into account, again with the goal of authoring two equally good versions of the text. For this, we introduce a general bilingual synchronization task and implement and experiment with autoregressive and non-autoregressive synchronization systems. We also investigate bilingual synchronization models on specific downstream tasks, such as parallel corpus cleaning and NMT with translation memories, to study the generalization ability of the proposed models
Olsson, Jonna, und Johanna Mathisson. „Finns det möjlighet att delta? : en studie om hur lärare genom assisterande teknik kan öka delaktigheten i skolan för elever i läs- och skrivsvårigheter“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96777.
Der volle Inhalt der QuelleSharan, Nisha. „Computer: A tool for assisting students having dyslexia“. Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105153.
Der volle Inhalt der QuelleBücher zum Thema "Assistive Writing Tools"
Lim, Song Hwee. Taiwan Cinema as Soft Power. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197503379.001.0001.
Der volle Inhalt der QuelleBuchteile zum Thema "Assistive Writing Tools"
Poobrasert, Onintra, und Alongkorn Wongteeratana. „Assistive Technology: Writing Tool to Support Students with Learning Disabilities“. In Lecture Notes in Computer Science, 346–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31534-3_52.
Der volle Inhalt der QuelleIchii, Reina, Aya Ono und Junny Ebenhaezer. „Reflective Writing as a Learning Tool: Assisting Undergraduate Business Students from Diverse Backgrounds to Participate in a Globalised Marketplace“. In Transformations in Tertiary Education, 101–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_9.
Der volle Inhalt der Quelle„Chapter 1: Assistive Technology for Writing: Tools for Struggling Writers“. In Writing and Digital Media, 9–20. BRILL, 2006. http://dx.doi.org/10.1163/9781849508209_003.
Der volle Inhalt der QuelleDunn, Michael. „Helping Struggling Writers“. In Assistive Technology Research, Practice, and Theory, 44–56. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5015-2.ch004.
Der volle Inhalt der QuelleMichailidou, Sofia, und Eleni Koustriava. „Training a Child with Blindness on the Basic Use of Computer with the Aim of Internet Socialization; an Intervention Program“. In Assistive Technology: Shaping a Sustainable and Inclusive World. IOS Press, 2023. http://dx.doi.org/10.3233/shti230643.
Der volle Inhalt der QuelleSelvakumar, P., Sivaraja Muthusamy, D. Satishkumar, P. Vigneshkumar, C. Selvamurugan und P. Satheesh Kumar. „AI-Powered Tools“. In Advances in Computational Intelligence and Robotics, 20–42. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2615-2.ch002.
Der volle Inhalt der QuelleLee, Sangmin-Michelle. „L2 learners’ strategies for using machine translation as a personalized writing assisting tool“. In Smart CALL: Personalization, Contextualization, & Socialization, 184–206. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291012-9.
Der volle Inhalt der QuelleCalamo, Marco, Francesca De Luzi, Mattia Macrì, Tommaso Mencattini und Massimo Mecella. „CICERO: A GPT2-Based Writing Assistant to Investigate the Effectiveness of Specialized LLMs’ Applications in e-Justice“. In Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia230641.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Assistive Writing Tools"
Stefan, Ioana andreea, Antoniu Stefan, Neil Judd, Ancuta Gheorghe und Lawrence Howard. „DIGITAL ACCESSIBILITY IN LEARNING-INTENSIVE ENVIRONMENTS“. In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-008.
Der volle Inhalt der QuelleIacobescu, Gabriela Eugenia, und Nikolay Velichkov Pavlov. „TESI MODEL – ASSISTIVE COMMUNICATION TOOL FOR PEOPLE WITH READING, WRITING AND VERBAL COMMUNICATION DIFFICULTIES“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0790.
Der volle Inhalt der QuelleMojica, Jose W., Akihiko Kumagai und Steven Marsh. „Vibration Suppression Drafting Arm for Tremor Patients“. In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65217.
Der volle Inhalt der QuellePokrivcakova, Silvia. „PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.
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