Users' Perspectives

An extensive body of research (e.g., Levine et al., 2023; Matre & Cameron, 2022; Ok et al., 2022; Pennington et al., 2018) reported that high school students with dysgraphia expressed favorable views about their use of word processing applications, STT software, and portable keyboards. These tools enabled high school students with dysgraphia to:

• compose text with fewer spelling errors (Matre & Cameron, 2022);

• improve their spelling (Ok et al., 2022);

• create neat and legible texts (Levine et al., 2023; Matre & Cameron, 2022; Ok et al., 2022; Pennington et al., 2018);

• draft texts quickly (Pennington et al., 2018);

• produce high-quality written compositions (Levine et al., 2023; Ok et al., 2022); and

• generate ideas in a timely manner (Matre & Cameron, 2022; Ok et al., 2022).