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.
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
English Language Arts:
Writing