The participants included 29 university students previously identified as having a learning disability with a specific disability in written language.
This pioneering research study on speech recognition software, published in a peer-reviewed academic journal, investigated the effectiveness of speech recognition supported writing compared to writing without assistance and the more traditional strategy of using human transcribers. Learning Disability Quarterly, 8(2), 159-174. Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities. All these technologies can improve the quantity and/or quality of student writing. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Intervention in School and Clinic, 55(2), 78–85. Supporting the Writing Process with Technology for Students with Disabilities. Speech recognition: what the research saysĮvmenova, A.
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