The Truth About Speech-to-Text: It’s Not a Shortcut for Struggling Writers

When children struggle with handwriting or typing, many well-meaning educators turn to speech-to-text (STT) tools in hopes of providing quick support. However, for students with Autism, ADHD, Developmental Language Disorder (DLD), Dyslexia, Dysgraphia, etc., STT is not a solution—it’s a band-aid that often highlights, rather than addresses, underlying problems. These students typically have difficulty organizing their thoughts, using appropriate grammar, and constructing coherent and cohesive sentences. Because of these language-based challenges, the output from speech-to-text tools is often just as disjointed as their written work. In other words, changing the mode of expression doesn’t resolve the core deficits in idea formulation and language organization (McMurray, Klein-Packard, & Tomblin, 2019).

Research has shown that students with DLD and related writing difficulties need direct support in both transcription skills (getting words onto the page through handwriting or typing) and translation skills (formulating and organizing their ideas)(Tucci & Choi, 2023; Kokkali & Antoniou, 2024). While STT might help some individuals with physical disabilities or motor challenges, it is not effective for those with language-based disorders (Matre & Cameron, 2022). For these students, transcription and composition must be taught explicitly. Handwriting support from occupational therapists (OTs) can improve letter formation, fine motor skills, and endurance, while structured typing instruction can improve writing fluency and legibility. Speech-language pathologists (SLPs) and educators can also help students plan, draft, and revise writing, working on the language structures needed for effective expression.

Consider the case of a third-grade student who, once taught to type fluently, began to complete assignments more efficiently. He was able to collaborate with his therapist in real time, reduce time spent transferring written work, and improve the legibility of his responses. Most importantly, typing allowed him to engage more confidently in editing and revising his work—an essential skill for academic success. These gains didn’t come from bypassing writing through speech-to-text but from building the transcription and composition skills needed to succeed.

Speech-to-text can have a place as a supportive tool, but it should never replace intervention. For children with language and writing difficulties, foundational instruction in handwriting, typing, sentence formulation, and planning must come first (Page-Voth & Graham, 1999; De La Paz & Graham, 2002; Limpo & Alves, 2014). Assistive technology can be layered in after these foundational skills are in place to enhance access—not replace instruction. Research consistently shows that the most effective interventions for children with learning disabilities are those that directly teach the underlying skills needed for written expression (Kokkali & Antoniou, 2024). With the right support, these children can become confident, capable writers—regardless of the modality.

References:

1. De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687–698.
2. Kokkali, V., & Antoniou, F. (2024). A meta-analysis of almost 40 years of research: Unreleasing the power of written expression in students with learning disabilities. Educational Research Review, 42, 100592.
3. Limpo, T., & Alves, R. A. (2014). Implicit theories of writing and their impact on students’ response to a SRSD intervention. British Journal of Educational Psychology, 84(4), 571–590.
4. Matre, M. E., & Cameron, D. L. (2022). A scoping review on the use of speech-to-text technology for adolescents with learning difficulties in secondary education. Disability and Rehabilitation: Assistive Technology, 19(3), 1103–1116.
5. McMurray, B., Klein-Packard, J., & Tomblin, J. B. (2019). A real-time mechanism underlying lexical deficits in developmental language disorder: Between-word inhibition. Cognition, 191, 104000.
6. Page-Voth, V., & Graham, S. (1999). Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems. Journal of Educational Psychology, 91(2), 230–240.
7. Tucci, A., & Choi, E. (2023). Developmental language disorder and writing: A scoping review from childhood to adulthood. Journal of Speech, Language, and Hearing Research, 66(8), 2900–2920.