Peer-reviewed research
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 · DOI 10.1080/17483107.2022.2149865
Read the originalRead on October 16, 2026
- What it is
- A scoping review from the University of Agder, Norway, of empirical studies and grey literature published from 2000 to April 2022 on speech-to-text (STT) use by secondary school pupils aged 12 to 18 with learning difficulties. It maps the aims, methods and findings of the studies it found.
- How much weight it carries
- Peer-reviewed (published online 2022, in print 2024, volume 19 issue 3). A scoping review maps evidence rather than pooling effect sizes, and the authors themselves stress that only a handful of mostly small studies exist.
Facts taken from this source
- 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.
“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.” (Abstract, Results)
- A 2022 scoping review of speech-to-text for secondary pupils with learning difficulties found only eight peer-reviewed studies and five grey-literature publications that met its criteria, covering January 2000 to April 2022.
“Eight peer-revied studies and five publications of grey literature were found to meet the inclusion criteria; two studies employed experimental designs, four employed quasi-experimental designs and seven employed explorative designs.” (Abstract, Results)