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The Effect of Speech-to-Text Technology on Learning a Writing Strategy

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Title: The Effect of Speech-to-Text Technology on Learning a Writing Strategy
Language: English
Authors: Haug, Katrina N., Klein, Perry D.
Source: Reading & Writing Quarterly. 2018 34(1):47-62.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Grade 5
Descriptors: Assistive Technology, Computer Software, Writing Strategies, Pretests Posttests, Grade 5, Statistical Analysis, Cognitive Processes, Difficulty Level, Writing (Composition), Learning Disabilities, Persuasive Discourse, Elementary School Teachers, Elementary School Students, Foreign Countries, Writing Instruction
Geographic Terms: Canada
DOI: 10.1080/10573569.2017.1326014
ISSN: 1057-3569
Abstract: Previous research has shown that speech-to-text (STT) software can support students in producing a given piece of writing. This is the 1st study to investigate the use of STT to teach a writing strategy. We pretested 45 Grade 5 students on argument writing and trained them to use STT. Students participated in 4 lessons on an argument writing strategy and wrote a practice text for each lesson. We then randomly assigned the students to compose practice texts in 1 of 2 modalities: handwriting or STT. Students then completed posttests on argument writing in both modalities. Both modality conditions resulted in statistically significant, large gains in text quality, word count, and variety of argument moves and significant transfer to the untrained modality. The modalities did not differ significantly in their effects on argument writing or cognitive load. The results suggest that STT provides an alternative medium for learning writing strategies.
Abstractor: As Provided
Number of References: 48
Entry Date: 2017
Accession Number: EJ1164924
Database: ERIC
FullText Text:
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  Data: The Effect of Speech-to-Text Technology on Learning a Writing Strategy
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2018 34(1):47-62.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Previous research has shown that speech-to-text (STT) software can support students in producing a given piece of writing. This is the 1st study to investigate the use of STT to teach a writing strategy. We pretested 45 Grade 5 students on argument writing and trained them to use STT. Students participated in 4 lessons on an argument writing strategy and wrote a practice text for each lesson. We then randomly assigned the students to compose practice texts in 1 of 2 modalities: handwriting or STT. Students then completed posttests on argument writing in both modalities. Both modality conditions resulted in statistically significant, large gains in text quality, word count, and variety of argument moves and significant transfer to the untrained modality. The modalities did not differ significantly in their effects on argument writing or cognitive load. The results suggest that STT provides an alternative medium for learning writing strategies.
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