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.
Compensatory effectiveness of speech recognition on the written composition performance of postsecondary students with learning disabilities
Learning Disability Quarterly, Vol. 18, 159-174.
IDEA Disability Category:
specific learning disability
alternate access devices and systems
National Writing Next Standards:
editing and revising
English Language Arts: