A pilot study to evaluate the use of speech-to-text technology to improve writing performance among youth with low literacy achievement

The STIL (Speech Technology for Improved Literacy) project aims to develop and evaluate an intervention based on speech recognition technology to improve writing skills among Norwegian 8th, 9th, and 10th grade students with low literacy achievement. Speech recognition technology converts verbal language into digital text. Although the technology has been available for years, until recently its accessibility and quality has been rather poor. STIL is a pilot project, where we are primarily concerned with increasing basic knowledge about how speech technology can be used in the classroom in order to assess the feasibility of conducting a larger effect study. Compared to writing by hand or with a keyboard, writing with speech technology can provide compensatory support by reducing barriers caused by poor writing skills in areas such as spelling and punctuation. It is also possible that more frequent, positive experiences with writing with speech technology will lead to increased willingness to write and more positive beliefs about writing. Thus, the project is also interested in assessing how using speech technology in the classroom may influence students? attitudes towards writing. In the first phase, teachers were taught how to use the technology and given an opportunity to practice using it. Together with researchers, they then determined how and when it could be used in their lessons. In the next phase, students were introduced to the technology and were given opportunities to use it throughout the course of the intervention and in a range of subject areas.

The project's primary outcome involves developing an intervention based on speech-to-text (STT) technology that may be feasible for implementation on a large scale. In addition, an outcome for teachers is greater competency with respect to use of this technology. For pupils, potential outcomes include improved writing and reading skills, increased access to the curriculum, and a greater willingness to engage in the writing process. The project's potential societal impact is tied to on-going efforts to improve digital competency among teachers and their ability to adapt instruction for diverse pupils. Moreover, there is a need for research-based approaches to address the literacy skills of struggling students before they leave compulsory school. The project contributes to the knowledge base on the use of speech technology in the classroom, an under-researched area that may offer significant benefits to both teachers and pupils.

The goal of the project is to develop and evaluate an intervention based on speech-to-text (STT) technology to improve writing skills among Norwegian 8th, 9th, and 10th grade students with low literacy achievement. STT technology uses speech recognition software to convert spoken language into digital text. The study will employ a quasi-experimental design in which students in two schools who perform in the lowest 20th percentile on national reading tests will comprise the sample. The STT intervention will be implemented in one school, while the control school will receive an alternative, traditional program. Although the project is aimed at supporting students who struggle with writing, the intervention will be provided to all students in an inclusive, whole class environment. To evaluate the implementation process, we will apply a framework known as RE-AIM (Glasgow, Vogt, & Boles, 1999), which refers to the following areas: reach, effectiveness, adoption, implementation fidelity and maintenance. Information collected within each area of the framework will provide the basis for conducting a randomized control trial, which can offer strong evidence as to whether the STT intervention is effective. A major argument for using STT technology in the classroom is that it reduces barriers caused by poor skills in areas such as spelling and grammar (MacArthur & Cavalier, 2004; Quinlan, 2004). In addition, STT technology provides continuous feedback while the student is composing texts. Based on research showing that instruction in writing has a positive effect on students' reading skills (Graham & Herbert, 2010), the intervention has the potential to contribute to improvements in reading, as well as improvement in skills related to the mechanics and quality of writing. Finally, the project will explore whether student engagement in written activities increases when using the technology and whether this is associated with more positive attitudes and beliefs about writing.