The Impact of Text-to-Speech on Expository Reading for Adolescents with LD

Meyer, Nancy K.; Bouck, Emily C.

doi:10.1177/016264341402900102

Cited by 20 publications

(23 citation statements)

References 33 publications

(76 reference statements)

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“…The authors concluded that a multifunctional app might be beneficial for decoding ability as well as motivation for future studies. Other recent studies have also emphasized the benefit of using TTS for struggling readers, especially from a student perspective, for example, accessability to text and confidience in the classroom setting [21][22][23][24][25]. In a pilot study [12], 35 students aged 10-12 years with documented reading and writing difficulties (of which 30% diagnosed were with dyslexia) participated.…”

Section: Introductionmentioning

confidence: 99%

Effects of assistive technology for students with reading and writing disabilities

Svensson

Nordström

Lindeblad

et al. 2019

Disability and Rehabilitation: Assistive Technology

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Background: Assistive technology has been used to mitigate reading disabilities for almost three decades, and tablets with text-to-speech and speech-to-text apps have been introduced in recent years to scaffold reading and writing. Few scientifically rigorous studies, however, have investigated the benefits of this technology. Purpose: The aim was to explore the effects of assistive technology for students with severe reading disabilities. Method: This study included 149 participants. The intervention group received 24 sessions of assistive technology training, and the control group received treatment as usual. Results: Both the intervention and control groups improved as much in 1 year as the normed population did. However, gains did not differ between the groups directly after the intervention or at 1 year of follow-up. Conclusions: The use of assistive technology seems to have transfer effects on reading ability and to be supportive, especially for students with the most severe difficulties. In addition, it increases motivation for overall schoolwork. Our experience also highlights the obstacles involved in measuring the ability to assimilate and communicate text. ä IMPLICATIONS FOR REHABILITATIONS Assistive technology (AT) can be useful for children with reading disabilities to assimilating text as well as boosting their reading. Children with reading disability using AT increased reading performance as much as a norm group, i.e. the students enhanced their reading ability despite no training in traditional reading remediation. Children's and adolescents' motivation for schoolwork can be boosted when using AT as a complement for those with reading and writing disabilities.

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Section: Introductionmentioning

confidence: 99%

Effects of assistive technology for students with reading and writing disabilities

Svensson

Nordström

Lindeblad

et al. 2019

Disability and Rehabilitation: Assistive Technology

View full text Add to dashboard Cite

show abstract

“…Secondary practitioners should include technology that uses bimodal support (i.e., auditory and visual) when delivering curriculum to struggling readers to see the effects on student engagement. My study is similar to previous research which revealed that participants felt TTS helped them read longer and be more engaged (Meyer & Bouck, 2014). As shown with Dianna and Jack, if students use TTS to increase reading comprehension, they may learn better and more efficiently.…”

Section: Maintaining Reading Comprehension Performancesupporting

confidence: 87%

The Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities

Young¹

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I wish to thank my family, friends, and most of all, my committee for supporting and guiding me through this entire process. The completion of my dissertation is a reality, thanks to their countless hours of support. Christine Paulson, my friend, gave me endless motivation, confidence, and advice to keep me focused on my research. My mom, Mary Bayer, continually supported and listened to me throughout the program. My two amazing children, Richard and Ellie, showed patience while I worked on my research throughout their formative years. Their encouragement and sense of humor kept me going. I wish to thank the Board of Education, colleagues, and administrators, for supporting me and providing accommodations to conduct my research. Most importantly, I wish to thank my committee chair, Dr. Carrie Anna Courtad, for her encouragement, valuable wisdom, guidance, and support throughout my studies. I also wish to thank Drs. Karen Douglas and Yun-Ching Chung, my two other committee members, who provided expertise and insight in helping me complete this study.

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“…In comprehension quizzes after reading assignments associated with the intervention, no improvement was seen over the six weeks of intervention for the six students in the middle grades. In another study with a text-to-speech tool [13], three students with reading disabilities at the high school level used the tool while reading in seven to eleven sessions in a multiple baseline design. Though no improvement was seen in comprehension or reading fluency, students reported that the tool helped them and improved their completion time for the comprehension quizzes.…”

Section: Read Aloud Toolsmentioning

confidence: 99%

The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

Stetter

2018

Education Sciences

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This paper delineates some of the ways students with high incidence special needs are currently being served with technology in the United States in K-12 to learn skills or accomplish tasks related to reading. Categories examined were read aloud tools, computer applications, traditional instructional methods that utilized technology, and online instructional environments. The categories examined in online instructional environments include the prevalence of students with special needs, how Individual Education Plan requirements, such as accommodations and modifications, are being addressed, parental participation, and concerns in the online environments. Suggestions for future work at the intersection of reading technology and teachers of students with special needs are included, as well as conclusions from the current work. Future work with teachers of students with special needs is required to help better serve their unique learning requirements.

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The Impact of Text-to-Speech on Expository Reading for Adolescents with LD

Cited by 20 publications

References 33 publications

Effects of assistive technology for students with reading and writing disabilities

Effects of assistive technology for students with reading and writing disabilities

The Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities

The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

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