This article provides a rationale for using an oral mode of production as a means of composing. For individuals with learning disabilities (LD), composing orally may allow them to circumvent transcription or text production problems (e.g., handwriting, spelling, punctuation), which in turn may allow greater focus on higher-order concerns such as planning and content generation. Support for this position comes from research on the use of dictation as well as studies of both simulated and existing speech recognition systems involving individuals with LD. Current characteristics of speech recognition systems are described, with an emphasis on what these applications require of teachers and students. Finally, recommendations are offered for teachers who plan to use dictation or speech recognition with individuals with LD.
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