Study Protocol: Text Performers—Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production

Margunn Mossige; Helle Bundgaard Svendsen; Idor Svensson; Nina Berg Gøttsche; Gunilla Almgreen Bäck; Grete Dolmer; Vibeke Rønneberg; Heidi Selenius; Linda Fälth

doi:10.23865/njlr.v9.3768

Study Protocol: Text Performers—Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production

Margunn Mossige, Helle Bundgaard Svendsen, Idor Svensson, Nina Berg Gøttsche, Gunilla Almgreen Bäck, Grete Dolmer, Vibeke Rønneberg, Heidi Selenius, Linda Fälth

Publikation: Bidrag til tidsskrift › Tidsskriftsartikel › Forskning › peer review

Abstract

This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.

Originalsprog	Engelsk
Tidsskrift	Nordic Journal of Literacy Research
Vol/bind	9
Udgave nummer	2
Sider (fra-til)	99-123
Antal sider	25
ISSN	2464-1596
DOI	https://doi.org/10.23865/njlr.v9.3768
Status	Udgivet - 7 nov. 2023

Emneord

Læring, pædagogik og undervisning
dysleksi
læse- og skriveteknologi
skrivning
tale-til-tekst

Adgang til dokumentet

10.23865/njlr.v9.3768Licens: CC BY

Citationsformater

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AU - Mossige, Margunn

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AU - Gøttsche, Nina Berg

AU - Almgreen Bäck, Gunilla

AU - Dolmer, Grete

AU - Rønneberg, Vibeke

AU - Selenius, Heidi

AU - Fälth, Linda

PY - 2023/11/7

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N2 - This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.

AB - This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.

KW - learning, educational science and teaching

KW - dysleksi

KW - læse- og skriveteknologi

KW - skrivning

KW - tale-til-tekst

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DO - 10.23865/njlr.v9.3768

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JO - Nordic Journal of Literacy Research

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Study Protocol: Text Performers—Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production

Abstract

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