Exploring transcription processes when children with and without reading and writing difficulties produce written text using speech recognition

The aim of this study was to investigate composition and error-correction processes, their relationship with production rate, in children, age 10-12, without reading writing difficulties using speech-to-text (STT) write expository texts Swedish. Measures individual abilities: working memory, spelling ability decoding ability, the interact STT tool under optimal conditions (STT success rate) were collected.
 For both those difficulties, neither nor or predicted burst length accuracy. Only a child’s rate did predict accuracy during text composition. Further, none abilities choice modality (keyboard STT) error correction functionality. This indicates that children’s behavior independent these abilities.
 Furthermore, significantly by accuracy, but not behaviour, ability. composing is cognitively complex process placing heavy demands on memory. Dictating more than one word at time combining keyboard use identified as two useful strategies can be taught instruction.