Bsc Hons Dissertation for Glasgow Caledonian University

This survey was used as part of an Honours Dissertation on:
"The Suitability and Effectiveness of Voice Recognition Software
for Dyslexic Users"

As part of the above project, we asked for feedback from anyone diagnosed with - or known to have Dyslexia. All information given has now been collated and analysed. The full report can be viewed from the above links and drop-down menus, in HTML format, or if you prefer you may download a full .pdf version from the downloads page.
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Voice Recognition software is now being commonly recommended as an assistive software tool for dyslexics. This project investigates the current use of software tools by dyslexics, both in the home and in education. It will also consider the potential use of Voice Recognition Software for high school students diagnosed with dyslexia or showing dyslexic-type symptoms.

An exploratory study was conducted by Eamonn O'Hare and Prof. Michael McTear at the University of Ulster (O'Hare & McTear, 1999) to assess the potential of voice recognition software within a classroom environment. Research has shown, however, that five years on from this study, even though the software has seemingly improved dramatically, and decreased considerably in cost - it is still not being used - or even considered - as an option.

A comparative study was therefore undertaken to assess the usability of the software, while simultaneously conducting an online survey within the dyslexic community. From this survey, it was hoped to ascertain the scale and variety of problems faced by dyslexics when using such software, and identify potential solutions. The findings from the survey supported the original theory that most dyslexics do not use any kind of assistive software - for a variety of reasons. Those who do seem to find text editing and text reading software the most beneficial, while those who have tried voice recognition software seemed considerably less satisfied with its performance.

Results from the practical testing showed that the latest version of the software is undoubtedly faster for voice input than the version used in the previous study. It also showed that voice input was, on average, up to eight times faster than typing, and five times faster than handwriting. However, the original study showed higher accuracy levels for voice input than this study. This was mainly due to time factors relating to the level of training for each student's voice model within the software.

These findings show that voice recognition software is an even more viable option than it was before. However, time, patience and persistence of both student and teacher, are needed for it to become totally usable. With its present design interface it is still not entirely suitable for everyone with dyslexia. There are still many design issues that make it impossible for those with specific dyslexic symptoms to use. These issues show that further research would be necessary to pinpoint the various aspects of the software that could be re-designed to make it more accessible to everyone.

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