The use of voice recognition software as a compensatory strategy
for postsecondary education students receiving services under the category of
learning disabled
Issue title: Supporting Persons with Disabilities in
Postsecondary Education and Life Long Learning
Affiliations: University of Hawai'i at Manoa, Center on Disability
Studies, 1776 University Avenue, UA 4-6, Honolulu, HI 96822, USA. Tel.: +1 808
956 3799; Fax: +1 808 956 5713; E-mail: [email protected]
Note: [] Corresponding author
Abstract: Research on the use of voice recognition software (VRS) as a
compensatory strategy for written language difficulties, often experienced by
postsecondary education students receiving services under the category of
learning disabled, is minimal, with one study [13] reporting findings.
Higgins and Raskind [13] found writing samples of their subjects,
completed with VRS, had higher holistic scores than samples completed with
assistance from a transcriber, and without assistance. The research presented
in this article builds on this finding through investigation of research
questions that address ongoing use of VRS, influence of VRS on writing
performance, and variables that influence both of these areas. Key findings include ongoing use of the software being dependent
upon need and personal issues; written performance improvements contingent upon
need; and key variables influencing ongoing use, including: time, ease of
use/acquisition of skills, personal issues, use of Standard English, disability
(area affected), and the use of other effective compensatory strategies. This
article outlines characteristics of individuals who may benefit from using the
software, implications for specific populations, and direction for future
research.
Keywords: assistive technology, voice recognition software, Dragon Naturally Speaking, learning disabled, speech recognition, written language
