McCollum, D., Nation, S., & Gunn, S. (2014). The effects of a speech-to-text software application on written expression for students with various disabilities . National Forum of Special Education Journal , 25 (1), 1–13. http://www.nationalforum.com/Journals/NFSEJ/NFSEJ.htm

Journal Article

McCollum, D., Nation, S., & Gunn, S. (2014). The effects of a speech-to-text software application on written expression for students with various disabilities. National Forum of Special Education Journal, 25(1), 1–13. http://www.nationalforum.com/Journals/NFSEJ/NFSEJ.htm

Notes

[no doi reported]

Tags

Dictated response; Dictated response (speech recognition system); Elementary; Emotional/Behavioral disability; High school; Intellectual disabilities; K-12; Learning disabilities; Student survey; U.S. context; Writing

URL

http://www.nationalforum.com/Journals/NFSEJ/NFSEJ.htm

Summary

Accommodation

The use of speech-to-text software to assist students with disabilities in their writing was examined.

Participants

Three students in Missouri (U.S.) with disabilities that affect reading and written expression participated. The first participant was a male student in grade 3 with specific learning disabilities in reading and written expression. The second participant was a male student in grade 2 with emotional disturbance. The third participant was a female student in grade 11 with an intellectual disability.

Dependent Variable

Pre- and post- assessments involving an untimed writing fluency task were used to measure students’ writing abilities. During the pre-test, students wrote independently and by hand. During the post-test, students used speech-to-text software to assist with their writing. Writing ability was measured by calculating the total words written correct per writing sample, the number of multisyllabic words in a writing sample, and the number of Correct Writing Sequences per writing sample.

Findings

Speech-to-text software was effective in increasing the total number of words written, the number of multisyllabic words used, and the number of correct writing sequences on measures of reading fluency.