Peer-reviewed research
Speaking To Read: The Effects of Speech Recognition Technology on the Reading and Spelling Performance of Children with Learning Disabilities
Marshall H. Raskind and Eleanor L. Higgins, Annals of Dyslexia (ERIC record EJ601354), 1999
Read the originalRead on October 16, 2026
- What it is
- A controlled study in which elementary and secondary students with learning disabilities used speech recognition software to write, compared with a control group, measuring changes in word recognition, spelling and reading comprehension. The ERIC record gives the abstract.
- How much weight it carries
- Peer-reviewed, published in the International Dyslexia Association's journal and indexed on ERIC. Very small sample (20 students) and 1990s software.
Facts taken from this source
- In a 1999 study of 20 elementary and secondary students with learning disabilities, those who used speech recognition software improved significantly more than a control group in word recognition, spelling and reading comprehension.
“This study examined whether the use of speech recognition technology by elementary and secondary students with learning disabilities (N=20) would demonstrate improvements in reading and spelling. Comparison with a control group indicated that the speech recognition groups showed significantly more improvement in word recognition, spelling, and reading comprehension.” (ERIC abstract)