Alternative routes to text through dictation with speech recognition: studies on writing fluency of transcription-weak students in linguistically heterogeneous learning groups.

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Writing is an important prerequisite for social and cultural participation. It plays a central role, especially in school learning and performance settings. New forms of digital text production can provide support for weaker writers. The project investigates the extent to which dictation with speech recognition can function as an alternative form of text production for struggling writers. A special focus is on the influence of the family language background of the writers. In order to determine the potential of dictation with speech recognition, it is first compared to handwriting in a in a product-based writing-fluency-test. In order to capture this new form of text production holistically, process-based data for dictation on the computer is also collected and evaluated. The results should provide fundamental insights into the potential benefits of DmS and thus contribute to the decision whether and to what extent the production mode is suitable for the development of writing instructions and interventions in linguistically heterogeneous learning groups.