Speech-to-Text Technology for Students with Dyslexia
Benefits and Challenges of the Tool in the Writing Classroom
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Beschreibung
This volume explores the question of whether the speech-to-text technology (STT) can serve as an effective tool for students with dyslexia to enhance writing acquisition and/or to assist these students in text production. In parallel, it addresses the challenges that arise when implementing STT in classroom settings. Drawing on current research and theoretical foundations, the first part of the book provides a comprehensive overview of the state of the art. The second part presents the quasi-experimental study with mixed-methods design, involving more than 100 Grade 5 students with dyslexia. The study investigates the usage of STT in the writing classroom. The quantitative and qualitative findings are discussed in relation to both existing research and their implications for future studies, and implications for educational and remedial practice.
Autor*in
Silvana Flütsch-Keravec
Silvana Flütsch Keravec is a former speech and language therapist and primary school teacher with extensive experience in the field. She earned her PhD at the University of Fribourg (Switzerland), where she now works as a lecturer in speech and language pathology. Her research focuses on dyslexia, assistive technologies, and written text production in inclusive learning environments.
Themen in »Speech-to-Text Technology for Students with Dyslexia«
Sprachwissenschaft Lese-Rechtschreibstörung Speech recognition technology Spracherkennungstechnologie assistive technology assistierende Technologie, written text production schriftliche Textproduktion intervention study Interventionsstudie mixed-methods design struggling writers Störungen im schriftlichen Ausdruck speech pathology special needs education Sonderpädagogik