Comparing the Impact of Rates of Text-to-Speech Software on Reading Fluency and Comprehension for Adults with Reading Difficulties

Autor/inn/en	Coleman, Mari Beth; Killdare, Laura K.; Bell, Sherry Mee; Carter, Amanda M.
Titel	Comparing the Impact of Rates of Text-to-Speech Software on Reading Fluency and Comprehension for Adults with Reading Difficulties
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 20 (2014) 2, S.87-97 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
DOI	10.18666/LDMJ-2014-V20-I2-5278
Schlagwörter	Reading Comprehension; Reading Fluency; Computer Software; Korean; Speech Communication; Reading Difficulties; Oral Reading; Learning Disabilities; Comparative Analysis; Preferences; Assistive Technology; Special Education Teachers; Teacher Education; Graduate Students; Reading Tests; Scores; Attention Deficit Hyperactivity Disorder; Seizures; Sleep; Dyslexia; English (Second Language); Second Language Learning; Accuracy; Reading Rate; Measures (Individuals); Student Attitudes + Suchen Sie Ihr Suchwort? Leseverstehen; Koreanisch; Reading difficulty; Leseschwierigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Learning handicap; Lernbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesetest; Anfallsleiden; Schlaf; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading readiness; Reading speed; Lesegeschwindigkeit; Messdaten; Schülerverhalten
Abstract	The purpose of this study was to determine the impact of text-to-speech software on reading fluency and comprehension for four postsecondary students with below average reading fluency and comprehension including three students diagnosed with learning disabilities and concomitant conditions (e.g., attention deficit hyperactivity disorder, seizure disorder) and one student whose primary language is Korean. Three conditions were compared using an alternating treatments design: reading aloud without text-to-speech software, reading aloud after reading along with text-to-speech software at 25% faster than the student's baseline mean, and reading aloud after reading along with text-to-speech software at 75% faster than the student's baseline mean. Results were mixed, with the 25% condition having slightly better outcomes for three participants despite most participants indicating a preference for the faster computer modeling speed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01