MA Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, S. Jay
speech recognition, students, writing
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.
Adams, Jennifer, "The effectiveness of using speech-to-text technology to support writing of students with learning disabilities" (2017). Theses and Dissertations. 2481.