Microphone

Check, Check
Vincent O’Neil
Dr. Flowers
EDU 214
Speech-to-Text
➢ “Speech-to-text AT accommodates for impaired
handwriting and spelling (provided that the word is
correctly pronounced and transcribed) by allowing
a student to speak into a microphone and
converting spoken language into words printed on
a computer screen” (Noakes et al. 657).
➢ “In essence, speech-to-text AT is a self-managed
computerized dictation procedure, resulting in
greater student independence when writing”
(Noakes et al. 657).
Special Education
Use
➢ Speech-to-Text Technology is used in Special Education to:
○ Aid students who have physical handicaps that prevent them from typing or
handwriting assignments
○ Help students with learning disabilities by correcting grammar and spelling
mistakes
○ Students who have had spinal injuries or a stroke and lost motor functions
➢ “In one of the first studies to investigate the impact of dictation, MacArthur and
Graham (1987) did find that the dictated stories of fifth and sixth grade students
with learning disabilities were longer, and were of higher quality with fewer
grammatical errors compared to handwriting, and even compared to word
processing” (Noakes et al. 657).
Google Speech-to-Text
➢ Google offers free speech-to-text or “voice
typing” within Google Docs and Slides
➢ Follow this link to learn more:
○ https://support.google.com/docs/answ
er/4492226?hl=en
Pro
s
➢ Can be used for all students (if needed,
wanted or instructed to do so)
➢ Can help with speed, completion time of
assignments
➢ Can help students with disabilities and/or
physical handicaps become more
independent
Cons
➢ Can encourage poor habits of not caring
about spelling or grammar
➢ Due to glitches or other technical errors,
can add time to assignments, making them
take longer to complete
➢ Faculty has to be trained in the use of such
technology (which costs money and time)
Various Speech-to-Text
Tools
Works
Cited
Noakes, Michaela A., et al. “Speech-to-Text Assistive Technology for the Written Expression of
Students with Traumatic Brain Injuries: A Single Case Experimental Study.” School
Psychology, vol. 34, no. 6, Nov. 2019, pp. 656–664. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1233966&site=ehost-live