An intervention study with pre- and post-test design was conducted to investigate whether Speech-to-Text (STT) can be beneficially applied to reduce barriers for students affected by dyslexia. The intervention lasted for 18 weeks and comprised of three groups: experimental groups (EG) 1 and 2 and a control group (CG). The 118 participants were in their 5th year of primary school and had been diagnosed with dyslexia prior to the study. The examined variables were text quality, text length, writing and reading fluency, and writing motivation. A qualitative component was added to the intervention study to explore the challenges of using this technology in the classroom. To this end, eleven guided interviews were conducted with speech and language therapists, teachers and special needs teachers of EG 1. In addition, students of EG 1 answered questions about their experiences with STT.
