Date Approved


Embargo Period


Document Type


Degree Name

MA Special Education


Interdisciplinary and Inclusive Education


College of Education

First Advisor

Kuder, S. Jay

Second Advisor

Xin, Joy


Automatic speech recognition; Composition (Language Arts)


Special Education and Teaching


This study examined the effects of using Speech Recognition (SR) technology to create more cohesive writing for students with learning disabilities as compared to the use of paper and pencil. Six students with IEPs from general education classrooms, ages 7 years old to 9 years old, participated in this study.

Prior to the start of this study, the subjects completed a baseline assessment to measure their expressive writing abilities in response to a narrative prompt. The students were required to include a topic sentence, beginning, middle, and end, and demonstrate understanding of the conventions of writing. There was not a requirement for number of words or a time limit. The writing samples were graded on a grade-appropriate rubric (see Appendix A) to measure for holistic quality, organization and cohesiveness, grammar, and mechanics of writing. The students participating in this study did not demonstrate a significant improvement in writing when utilizing the speech-to-text technology to compose narrative writing samples compared to paper and pencil transcription.

Implications and suggestions for future studies regarding utilizing SR technology to accommodate students with Learning Disabilities are discussed.