Article, Early Access,
Speech-to-text intervention to support text production among students with writing difficulties: a single-case study in nordic countries
Contributors
Svendsen, Helle Bundgaard
0000-0002-7903-6473
[3]
Selenius, Heidi
0000-0003-1502-055X
[4]
Dolmer, Grete
0000-0002-0422-1922
[3]
Affiliations
- [1] Linnaeus Univ, Dept Pedag & Learning, Vaxjo, Sweden [NORA names: Sweden; Europe, EU; Nordic; OECD];
- [2] Univ Stavanger, Natl Ctr Reading Educ & Res, Stavanger, Norway [NORA names: Norway; Europe, Non-EU; Nordic; OECD];
- [3] VIA Res Ctr Pedag & Educ, Aarhus, Denmark [NORA names: VIA University College; College; Denmark; Europe, EU; Nordic; OECD];
- [4] Stockholm Univ, Dept Special Educ, Stockholm, Sweden [NORA names: Sweden; Europe, EU; Nordic; OECD];
- [5] Gothenburg Univ, Sahlgrenska Acad, Inst Biomed, Dept Lab Med, Gothenburg, Sweden [NORA names: Sweden; Europe, EU; Nordic; OECD]
Abstract
Speech-to-text (STT) may be an effective tool for developing text production in students with severe reading and writing difficulties. For example, enhanced text length can provide teachers with more material for feedback, guiding students towards improved text production.Text-to-speech may further enhance the usefulness of STT in text production by facilitating the revision process through listening to produced sentences and texts.By continuously monitoring students' STT usage and text production, teachers can tailor the content for further interventions to address individual needs such as sentence construction and text planning.Early STT intervention seems beneficial, allowing more time to practise advanced skills in text production when bypassing spelling.
