Abstract：
Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows mixed results, and lacks information on STT interventions and their applicability in schools. Therefore, this study aimed to investigate whether a systematic and intensive assistive technology intervention focusing on STT can improve text production. A modified multiple-baseline across-subject design was used involving eight middle school students, four Norwegian and four Swedish. Their STT-produced narrative texts were collected during and after the intervention and the productivity, accuracy, and text quality were analysed. Keyboarding was the baseline control condition. The results demonstrated that seven of the eight students increased text productivity and that the proportion of word-level accuracy was maintained or improved. The use of punctuation progressed in participants with poor baseline skills. Most students\' STT-produced texts had at least a similar ratio of meaningfulness and text quality as keyboarding. However, the magnitude of the changes and development patterns varied, with three students showing the most notable impacts. In conclusion, this study\'s intervention seemed beneficial in initially instructing STT, and the progress monitoring guided individually adapted future interventions such as balancing productivity and formal language aspects. Removing the spelling barrier with STT provided an opportunity for students to improve their higher-order skills, such as vocabulary diversity and overall text quality. Furthermore, visible progress, such as the ability to produce longer texts, might motivate continued STT usage. However, such development may not always be immediate.
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.
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.
摘要：
研究报告说，语音到文本应用程序（STT）可以支持在文本制作中写作困难的学生。然而,现有的研究是稀疏的，显示混合结果，并且缺乏有关STT干预措施及其在学校中适用性的信息。因此,这项研究旨在调查针对STT的系统和密集的辅助技术干预是否可以改善文本生成。使用了修改后的多基线跨主题设计，涉及八名中学生，四个挪威人和四个瑞典人。他们的STT制作的叙述性文本是在干预和生产力期间和之后收集的，准确度,并对文本质量进行了分析。键盘输入是基线对照条件。结果表明，八名学生中有七名提高了文本生产率，单词级准确性的比例得到了保持或提高。标点符号的使用在基线技能较差的参与者中取得了进展。大多数学生的STT产生的文本至少具有与键盘输入相似的意义和文本质量比率。然而,变化的幅度和发展模式各不相同，三个学生表现出最显著的影响。总之,这项研究的干预似乎有利于最初指导STT，和进展监测指导单独调整未来的干预措施，如平衡生产力和正式语言方面。使用STT消除拼写障碍为学生提供了提高其高阶技能的机会，如词汇多样性和整体文本质量。此外，可见的进步，比如产生更长文本的能力，可能会激励继续使用STT。然而,这种发展可能并不总是立竿见影的。
语音到文本（STT）可能是开发具有严重阅读和写作困难的学生的文本生成的有效工具。例如,增强的文本长度可以为教师提供更多的反馈材料，引导学生改进文本制作。文本到语音可以通过收听产生的句子和文本来促进修订过程，从而进一步提高STT在文本产生中的有用性。通过持续监控学生的STT使用情况和文本制作，教师可以调整内容以进行进一步的干预，以满足个人需求，例如句子构造和文本规划。早期STT干预似乎有益，绕过拼写时，允许更多的时间在文本制作中练习高级技能。
语音到文本（STT）可能是开发具有严重阅读和写作困难的学生的文本生成的有效工具。例如,增强的文本长度可以为教师提供更多的反馈材料，引导学生改进文本制作。文本到语音可以通过收听产生的句子和文本来促进修订过程，从而进一步提高STT在文本产生中的有用性。通过持续监控学生的STT使用情况和文本制作，教师可以调整内容以进行进一步的干预，以满足个人需求，例如句子构造和文本规划。早期STT干预似乎有益，绕过拼写时，允许更多的时间在文本制作中练习高级技能。
