Peer-reviewed research
Technology-Based Writing: Qualitative Study of the Writing Process When Students With Dyslexia Use Speech-to-Text
Helle Bundgaard Svendsen et al., Dyslexia, 2026 · DOI 10.1002/dys.70024
Read the originalRead on October 16, 2026
- What it is
- A qualitative study of four students aged 10 to 12 with severe dyslexia during a seven-week speech-to-text program. Their writing was recorded through screencasts of think-aloud verbal protocols and coded for errors.
- How much weight it carries
- Peer-reviewed qualitative study of four students. It describes the kinds of errors and writing steps students meet, not how common or how effective speech to text is.
Facts taken from this source
- In a 2026 qualitative study of four students with dyslexia using speech to text, the most frequent technology-based errors were misrecognized single words and omitted words or parts of sentences.
“The most frequent were misrecognition of single words and omission of words or parts of sentences.” (Abstract)
- The same 2026 study found that the recognition accuracy of speech to text appears to affect writing flow and working memory load during technology-based writing.
“the recognition accuracy of STT technology appears to influence writing flow and working memory load during technology-based writing.” (Abstract)