Fact · Accessibility and health
A 2022 scoping review found that speech-to-text may help secondary pupils with learning difficulties produce texts with fewer errors, help with spelling and improve reading comprehension and word recognition, but that high-quality research is scarce.
Checked against its source on October 16, 2026
In the source's own words
“Results suggest that STT may increase pupils' abilities to produce texts with fewer errors, provide help with spelling and improve reading comprehension and word recognition. To date, there is a paucity of high-quality research on the use of STT among adolescents with LD.”
A scoping review on the use of speech-to-text technology for adolescents with learning difficulties in secondary education, Marianne Engen Matre and David Lansing Cameron, Disability and Rehabilitation: Assistive Technology, 2022, Abstract, Results.
Open the original (DOI 10.1080/17483107.2022.2149865)- What it measures
- STT means speech-to-text; LD means learning difficulties. The review covered pupils aged 12 to 18 and studies from January 2000 to April 2022, found in ERIC, PsycINFO and Scopus. The authors also report that parents, teachers and pupils describe positive experiences, especially for students with severe reading and writing difficulties.
- What it does not show
- Only 13 publications met the criteria, most of them small and several exploratory. The authors note that inaccuracy of the technology was one of the main challenges reported.