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

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

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.

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.

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.