Intervention using speech-to-text-technology for text production: a single-subject design study on students with mild intellectual disability

This study investigated the impact of a writing intervention that combined speech-to-text (STT) technology with explicit writing instruction for students with mild intellectual disability. Using a single-subject design, seven students aged 10–13 participated in a baseline phase involving independent keyboard writing, followed by an intervention phase that incorporated STT, teacher modeling, scaffolded checklist use, and individualized support focused on sentence construction, punctuation, and text coherence. Text production was evaluated through a comprehensive coding scheme assessing length, punctuation, coherence, and sentence completeness. The results revealed mixed outcomes. Some students showed notable improvements in text length, punctuation, and coherence, while others made limited progress. This variability highlights differences in responsiveness to STT among students with mild intellectual disability. Although STT can help reduce transcription barriers, its effectiveness may be further enhanced by integrating explicit instruction targeting broader writing skills. Future research should investigate how STT, combined with tailored writing interventions, can optimally support these students.