Work

Intervention using speech-to-text-technology for text production: a single-subject design study on students with mild intellectual disability

Year: 2025

Type: article

Abstract: This study investigated the impact of a writing intervention that combined speech-to-text (STT) technology with explicit writing instruction for students with mild intellectual disability. Using a single-subject design, seven students aged 10–13 participated in a baseline phase involving independent keyboard writing, followed by an intervention phase that incorporated STT, teacher modeling, scaffolded checklist use, and individualized support focused on sentence construction, punctuation, and text coherence. Text production was evaluated through a comprehensive coding scheme assessing length, punctuation, coherence, and sentence completeness. The results revealed mixed outcomes. Some students showed notable improvements in text length, punctuation, and coherence, while others made limited progress. This variability highlights differences in responsiveness to STT among students with mild intellectual disability. Although STT can help reduce transcription barriers, its effectiveness may be further enhanced by integrating explicit instruction targeting broader writing skills. Future research should investigate how STT, combined with tailored writing interventions, can optimally support these students.

Source: Cogent Education

DOI: 10.1080/2331186x.2025.2590917

Authors: Linda Fälth, Tobias Björklund, Heidi Selenius

Institutions: Linnaeus University, Stockholm University

Language: English

Topic: Assistive Technology in Communication and Mobility

Subfield: Occupational Therapy

Field: Health Professions

Domain: Health Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $1,165