Peer-reviewed research
Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities
Eleanor L. Higgins and Marshall H. Raskind, Learning Disability Quarterly (ERIC record EJ516141), 1995
Read the originalRead on October 16, 2026
- What it is
- An early experiment in which university students with learning disabilities wrote essays without help, with a human transcriber, and with a speech recognition system. The ERIC record gives the abstract.
- How much weight it carries
- Peer-reviewed journal article, summarized on the US Department of Education's ERIC database. Small sample and 1990s speech recognition software, far less capable than current dictation tools.
Facts taken from this source
- In a 1995 study of 29 university students with learning disabilities, essays written with a speech recognition system received significantly higher holistic scores than essays written without assistance.
“University students with learning disabilities (n=29) wrote essays either without assistance, using human transcribers, or using a speech recognition system. Students received significantly higher holistic scores using speech recognition than without assistance” (ERIC abstract)
Pages that rest on this source
- Speech to Text for Accessibility, RSI and DisabilitiesTopic
- Dictation for Work: Doctors, Lawyers, Writers, StudentsTopic
- Speech to Text for Dyslexia and DysgraphiaGuide
- Speech to Text for Students With DisabilitiesGuide
- Does dictation help students write better?Question
- Is text to speech or speech to text better for dyslexia?Question
- Is voice recognition software an assistive technology?Question
- What typing speed do you need for law school?Question
- DysgraphiaGlossary
- Section 504 planGlossary