Speech Recognition Technology and Students With Writing Difficulties: Improving Fluency
Journal of Educational Psychology Volume 96, Number 2, ISSN 0022-0663
The present study investigated the effects of speech recognition technology (SR) and advance planning on children's writing processes. Fluent and less fluent writers, ages 11 to 14, composed 4 narratives, via handwriting and SR, both with and without advance planning. Less fluent children's handwritten narratives were significantly inferior to those of fluent children in terms of length, quality, and surface errors. For less fluent writers, SR (a) significantly increased the length and (b) decreased the surface errors of narratives. Although narrative length related positively to holistic quality, SR did not significantly improve quality. Advance planning helped children to compose more fully developed stories. For children with writing difficulties, advance planning and SR may each independently support text generation.
Quinlan, T. (2004). Speech Recognition Technology and Students With Writing Difficulties: Improving Fluency. Journal of Educational Psychology, 96(2), 337-346.