Kambouri, M., Simon, H., & Brooks, G. (2023). Using speech-to-text technology to empower young writers with special educational needs . Research in Developmental Disabilities , 135 , 104466. https://doi.org/10.1016/j.ridd.2023.104466

Student-dictated compositions using speech-to-text software were compared to handwritten compositions from special education students.

A total of 30 participating students aged 8–16 (i.e., consistent with elementary, middle school, or high school) attended schools in the United Kingdom between the 2013–2014 and 2017–2018 school years. All participants had varying degrees of speech and writing difficulties and received services for special educational needs and disabilities (SEND). Their educational settings included an inclusive general education school, a separate school, and a special unit within another general education school.

Writing performance data on the Test of Written Language, 4th edition (TOWL-4; Hammill & Larsen, 2009) were collected from one of five different school years from special education students in three different school settings in order to assemble a data set of approximately 30 students' writing performance scores. Group effect sizes were reported because some data points from comparison conditions were not gathered due to attrition or missed school attendance; accordingly, 25 participants' performance in the handwritten and speech-to-text conditions was reported. Other information—such as social skills and self-esteem—was also gathered yet not emphasized in this summary.

The assistive technology tool of speech-to-text software resulted in higher writing performance scores, with moderate effect sizes, for students with writing-related disabilities.