2011/03/01 by Jennifer Tumlin Garrett, Kathryn Wolff Heller, Linda P. Fowler +3 · 1 citation
Social Sciences · Health Professions · Psychology · #Writing and Handwriting Education #Assistive Technology in Communication and Mobility #Hearing Impairment and Communication #Fluency #Recall #Psychology #Learning disability #Software #Word (group theory) #Word recognition #Assistive technology #Word processing #Computer science #Speech recognition #Cognitive psychology #Reading (process) #Linguistics #Mathematics education #Developmental psychology #Human–computer interaction
paper · doi:10.1177/016264341102600104
openalex publication_date 2011/03/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/01
Students with physical disabilities often have difficulty with writing fluency, despite the use of various strategies, adaptations, and assistive technology (AT). One possible intervention is the use of speech recognition software, although there is little research on its impact on students with physical disabilities. This study used an alternating treatments design to compare the use of speech recognition software to word processing on first draft writing with students with physical disabilities. Areas examined were fluency, accuracy, type of word errors, recall of intended meaning, and length. The results of this study indicated that fluency and length were greater for all participants with speech recognition compared to word processing, but accuracy was lower using speech recognition.