According help students correct spelling errors, they are

According to Macarthur (2001), speech
recognition provides the possibility of composing by dictation without the
assistance of another person. As an alternative of handwriting for students
with learning disabilities, dictation bypasses problems with mechanics and
results in papers that are longer and higher in quality (MacArthur &
Graham, 1987). Although speech recognition has improved in recent years,
current speech recognition systems still have limitations. First, accuracy is
limited even after training the system to comprehend the user’s voice. Second,
the systems impose burdens including careful articulation, dictation of
punctuation, and avoidance of extraneous vocalizations. Third, users must learn
to determine and correct mistakes. Students with learning disabilities used
isolated speech recognition system, which required them to dictate word by
word. As each dictated word was displayed in the text, a list of alternate
words was displayed in a small box. If the word in the text was incorrect, the
student could select one of the alternate words in the box. The hypothesis was
that the practice in comparing similar-sounding words would enhance word recognition
and spelling skills. Students who used speech recognition did improve on
standardized measures of spelling, word recognition, and comprehension. Nonetheless,
these results deserve further investigation.

In summary, research on writing tools beyond word processing
is quite limited. Studies of spelling checkers demonstrate that although they
help students correct spelling errors, they are limited in important ways
(MacArthur et al., 1996). However, students can learn specific strategies to
overcome these limitations and improve their spelling further (McNaughton et
al., 1997). Word prediction may help to improve the readability and spelling of
the writing of students with severe spelling problems. However, success with
word prediction appears to depend on the design of the particular word
prediction software, the match between the software and the writing task, and
the motivation and skills of individual students. A great deal more research is
needed on assistive technology for writing. Only one experimental study on
using speech recognition for dictation and no studies of the effects of speech
synthesis on writing were found for school-age students with disabilities.

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