Dictation and Speech Recognition Technology as Test Accommodations

Website: cec.sped.org

This research paper investigates and compares the potential of dictation to a scribe with dictation using speech recognition software as a test accommodation for students with learning disabilities.



The first question investigated is the issue of using handwritten composition versus dictation with speech recognition software. It was found that high school students with and without disabilities could learn to use speech recognition software with acceptable accuracy. In essays written with speech recognition software, the composition was generally improved over the traditionally hand-written essays.



The second question was whether dictation using speech recognition software or dictation to a scribe would improve the quality of the essays. The evidence indicates that software-driven dictation has the potential to improve the writing performance of students with learning disabilities by removing the barrier created by difficulties with mechanics. However, the better essays were produced when dictating to a scribe.



While essays produced through use of a scribe were better in quality, the paper makes the point that use of a scribe is not true independence. The authors summarize by stating that the research proves there is great potential for improving the writing performance of students with learning disabilities through the use of dictation and speech recognition technology.