Text-to-Speech Applications to Reduce Mind Wandering in Students with Dyslexia

Autor/inn/en	Bonifacci, Paola; Colombini, Elisa; Marzocchi, Michele; Tobia, Valentina; Desideri, Lorenzo
Titel	Text-to-Speech Applications to Reduce Mind Wandering in Students with Dyslexia
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 2, S.440-454 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonifacci, Paola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12624
Schlagwörter	Assistive Technology; Attention; Dyslexia; Students with Disabilities; Reading Comprehension; Pacing; Silent Reading + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseverstehen; Lerntempo; Stilles Lesen
Abstract	Background: Mind wandering--that is, a shift in the contents of thought away from an ongoing task--can have detrimental consequences for students' reading comprehension. To date, no evidence is available on the effects of text-to-speech solutions on rates of mind wandering during reading. Objectives: The study aimed to evaluate the effects of text-to-speech technology on frequency of mind wandering and reading comprehension in young students with dyslexia (20) and typical development (50). Methods: Students were presented, on a personal computer, texts and comprehension questions in two modalities: self-paced silent reading and text-to-speech reading. Comprehension scores and mind wandering occurrence were considered. A battery of cognitive tasks and questionnaires on mind wandering and emotional traits was also included. Results: There were no differences in baseline rates of mind wandering between the two groups. In the text-to-speech condition, both groups showed better reading comprehension and reduced rates of mind wandering. Students with dyslexia were significantly more on task in the text-to-speech condition compared to the self-paced reading condition. Implications: These results suggest that text-to-speech might represent a reading solution that allows students with Dyslexia to diminish mind wandering during text-to-speech reading. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01