Compensatory effectiveness of speech recognition on the written composition performance of postsecondary students with learning disabilities

University students with learning disabilities (n=29) wrote essays either without assistance, using human transcribers, or using a speech (voice) recognition system. Students received significantly higher holistic scores on their writing using speech recognition than without assistance; text analysis suggests speech recognition may have encouraged the use of longer words.

Author: 
Higgins, E. L. & Raskind, M. H.
Year: 
1995
Source: 
Learning Disability Quarterly, Vol. 18, 159-174.
Type: 
Related Research
Content Area: 
writing
Grade Level: 
secondary
transition
IDEA Disability Category: 
specific learning disability
Instructional Support: 
alternate access devices and systems
Input Options: 
voice recognition
National Writing Next Standards: 
editing and revising
transcribing
English Language Arts: 
Writing