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Word prediction software interprets the students' syntax as they type and guesses what words might come next. When the student types the first letter of a word, the prediction software will guess the rest of the word, based on the context.
This software supports word processing by predicting what word the student will write next based on syntax, the first letter(s) typed, and frequency of use. A list of words appears in a window on the computer screen. If the list contains the intended word, the student can select the word by entering the number next to the word, point and click, or scroll down the list until the correct word is selected. The word is then automatically inserted into the text and the next word will be predicted even before a letter has been typed.
If the intended word is not shown in the prediction list after the first letter is typed, the program continually revises the list after each letter is typed. If the intended word is not in the prediction program, the student can add words to the dictionary.
Word prediction programs vary slightly. Many are now available with synthesized speech to read the word list aloud, which is very useful for students with difficulty distinguishing between visually similar words. Some word prediction programs are complex and offer a more extensive dictionary. While this is useful for elaborate writing, it can also be confusing to the student, by offering too many word choices. Some, however, offer a selection of dictionaries which can be adjusted to the student's level of sophistication.
With regard to spelling, word prediction programs can be either liberating or limiting. For students who can write the first several letters of a word with relative accuracy, it can be very helpful in predicting longer, more difficult words.
On the other hand, some word prediction programs do not recognize phonetic similarities and therefore can be quite limiting for students who lack strong sound-symbol skills. Word prediction makes the assumption that students have the ability to interrupt the flow of writing to sound out the beginning of a word. This can be problematic for students who find sounding out words laborious and very disruptive to the writing process. For example, if a student using word prediction were attempting to write philosophically, and first typed in fil, some programs would not include words that started with phil.
User Implications
Word prediction programs offer several advantages for specific learning profiles. For students who have poor keyboarding skills, a word prediction program minimizes the number of keystrokes. It can be useful for students who have word-retrieval difficulties. Since the programs use syntactical cues to predict words, the predicted list may act as a necessary prompt to locate the suitable word. Not only is this useful for word retrieval, but also for students who misuse words, due to syntactical errors.
Conversely, some students with learning disabilities may find word prediction programs more frustrating than useful. For students who do not want to interrupt the flow of 'making meaning,' word prediction may be distracting (due to having to stop and choose words), especially if a student has competent keyboarding skills. If a student has difficulty with word recognition, word prediction will not be very useful unless it is used in conjunction with synthesized speech (Raskind, 1998).
As word prediction technology becomes progressively more sophisticated, it can be an empowering tool for students with learning disabilities, by enhancing the speed with which they can enter text (Lewis, 1998).
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