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dc.contributor.authorKraft, Sanna
dc.date.accessioned2023-05-22T09:03:19Z
dc.date.available2023-05-22T09:03:19Z
dc.date.issued2023-05-22
dc.identifier.isbn978-91-8069-175-8 (tryck)
dc.identifier.isbn978-91-8069-176-5 (PDF)
dc.identifier.urihttps://hdl.handle.net/2077/76015
dc.description.abstractEffective writing is a crucial skill that requires not only the mastery of various sub-processes but also deliberate orchestration of those sub-processes within the constraints of limited workingmemory capacity. In practice, some of those sub-processes, such as transcription (spelling and handwriting), need to be automatised to free up capacity for other processes. Unfortunately, children who struggle with spelling rarely manage to fully automatise transcription. This often has a negative impact both on their writing process and on the final text. One solution to this problem could be to let them use speech-to-text (STT), because this would allow them to avoid spelling by using their voice to create text. This thesis consists of four articles where I investigate whether, and if so how, composing by means of STT can facilitate writing for children (aged 10–13) with reading and writing difficulties. I analyse both the composition processes and the final texts. I make comparisons both with text production by means of a keyboard and with a reference group of children without difficulties. In addition, I explore whether and how successful use of STT correlates with individual linguistic and cognitive skills. Overall, my results suggest that STT can indeed facilitate some aspects of writing for children with reading and writing difficulties, though not emphatically. In my studies, the use of STT does not yield any improvements at group level in processes such as meaning-related revisions or in assessed text quality. However, one important caveat is that the participants received only a very short introduction to STT. In general, the ability to use a new tool effectively is of course likely to improve with instruction and practice. Importantly, my results do suggest that instruction in STT use in conjunction with writing processes such as revising is crucial for successful usage of this tool.en
dc.language.isosween
dc.relation.ispartofseriesGöteborgsstudier i nordisk språkvetenskap 44en
dc.relation.haspart1. Kraft, S., Rack, J., Thurfjell, F., & Wengelin, Å. (2019). Lexikala analyser av muntlig, tangentbordsskriven och dikterad text producerad av barn med stavningssvårigheter. Nordic Journal of Literacy Research 5(3), s. 102–122. https://doi.org/10.23865/njlr.v5.1511en
dc.relation.haspart2. Kraft, S., Rønneberg, V., Rack, J., Thurfjell, F., & Wengelin, Å. (under tryckning). Exploring transcription processes when children with and without reading and writing difficulties produce written text using speech recognition. L1-Educational Studies in Language and Literature.en
dc.relation.haspart3. Kraft, S. (2023). Revisions in written composition: Introducing speech-to-text to children with reading and writing difficulties. Frontiers in Education 8(1133930), s. 1–17. https://doi.org/10.3389/feduc.2023.1133930en
dc.relation.haspart4. Kraft, S., Rack, J., Thurfjell, F., & Wengelin, Å. (opublicerat manuskript). Contribution of cognitive and linguistic abilities to text quality when children compose with STT and keyboard.en
dc.subjectwritten languageen
dc.subjectspoken languageen
dc.subjectreading and writing difficultiesen
dc.subjectwriting processesen
dc.subjectwriting strategiesen
dc.subjectkeystroke loggingen
dc.subjectwriting toolsen
dc.subjectassistive technologyen
dc.subjectspeech-to-texten
dc.subjectspeech recognitionen
dc.subjectdictationen
dc.subjectlexical analysisen
dc.subjectrevisionen
dc.subjecttext qualityen
dc.subjectexpository texten
dc.titleTala fram texten: När barn med läs- och skrivsvårigheter skriver med tal-till-texten
dc.typeText
dc.type.svepDoctoral thesiseng
dc.type.degreeDoctor of Philosophyen
dc.gup.originGöteborgs universitet. Humanistiska fakultetenswe
dc.gup.originUniversity of Gothenburg. Faculty of Humanitieseng
dc.gup.departmentDepartment of Swedish, Multilingualism, Language Technology ; Institutionen för svenska, flerspråkighet och språkteknologien
dc.gup.defenceplaceFredagen den 16 juni 2023, kl. 13.15, Hörsal J330, Renströmsgatan 6, Humanisten, Göteborgen
dc.gup.defencedate2023-06-16
dc.gup.dissdb-fakultetHF


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