We have found that even if students do not need help in producing their first drafts by voice recognition, they usually require some additional support in editing and revising. This is particularly the case with students who have an aversion to writing and therefore have little experience with editing and revision. As a consequence, these students have often missed many of the incremental steps learned about writing in the earlier grades.
Therefore, many students who are successfully using voice recognition to create lengthy first drafts of texts (often, for the first time) require help in knowing how to proceed with these texts. Consequently, they should not be cut off from individual instructional support simply because they are using the voice recognition system.