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.
Original language | English |
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Journal | Nordic Journal of Literacy Research |
Volume | 9 |
Issue number | 2 |
Pages (from-to) | 99-123 |
Number of pages | 25 |
ISSN | 2464-1596 |
DOIs | |
Publication status | Published - 7 Nov 2023 |
Keywords
- learning, educational science and teaching