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

写作是社会文化参与的重要前提。它发挥着核心作用，特别是在学校学习和绩效环境中。新形式的数字文本制作可以为较弱的作家提供支持。该项目调查了具有语音识别的听写在多大程度上可以作为苦苦挣扎的作家的文本生产的替代形式。特别关注作家家庭语言背景的影响。为了确定听写与语音识别的潜力，首先将其与基于产品的书写流畅性测试中的手写进行比较。为了全面地捕捉这种新形式的文本生产，还收集和评估了用于计算机上听写的基于过程的数据。结果应该提供基本的见解DMS的潜在好处，从而有助于决定是否以及在何种程度上的生产模式是适合的语言异质性学习群体的写作指导和干预措施的发展。

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.