{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,31]],"date-time":"2026-08-31T17:57:17Z","timestamp":1788199037356,"version":"build-2803163510"},"reference-count":45,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2009,3,5]],"date-time":"2009-03-05T00:00:00Z","timestamp":1236211200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2009,7]]},"abstract":"<jats:p>The present study investigated the effects of using an assistive software homophone tool on the assisted proofreading performance and unassisted basic skills of secondary-level students with reading difficulties. Students aged 13 to 15 years proofread passages for homophonic errors under three conditions: with the homophone tool, with homophones highlighted only, or with no help. The group using the homophone tool significantly outperformed the other two groups on assisted proofreading and outperformed the others on unassisted spelling, although not significantly. Remedial (unassisted) improvements in automaticity of word recognition, homophone proofreading, and basic reading were found over all groups. Results elucidate the differential contributions of each function of the homophone tool and suggest that with the proper training, assistive software can help not only students with diagnosed disabilities but also those with generally weak reading skills.<\/jats:p>","DOI":"10.1177\/0022219408331035","type":"journal-article","created":{"date-parts":[[2009,3,5]],"date-time":"2009-03-05T23:59:17Z","timestamp":1236297557000},"page":"322-335","source":"Crossref","is-referenced-by-count":16,"title":["Proofreading Using an Assistive Software Homophone Tool"],"prefix":"10.1177","volume":"42","author":[{"given":"Alissa A.","family":"Lange","sequence":"first","affiliation":[{"name":"University at Buffalo"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gerry","family":"Mulhern","sequence":"additional","affiliation":[{"name":"Queen's University Belfast, United Kingdom"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Judith","family":"Wylie","sequence":"additional","affiliation":[{"name":"Queen's University Belfast, United Kingdom"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2009,3,5]]},"reference":[{"key":"atypb1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams, M.J.","year":"1990"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1080\/10862968409547506"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.3102\/00346543063001069"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.2307\/747673"},{"key":"atypb5","volume-title":"A national perspective on special educators' use of technology to promote literacy: Technical report","author":"Burton-Radzely, L.","year":"1998"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.2307\/747407"},{"key":"atypb7","volume-title":"Reading Self-Concept Scale. 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