Impact of Text-to-Speech Features on the Reading Comprehension of Children with Reading and Language Difficulties

Autor/inn/en	Keelor, Jennifer L.; Creaghead, Nancy A.; Silbert, Noah H.; Breit, Allison D.; Horowitz-Kraus, Tzipi
Titel	Impact of Text-to-Speech Features on the Reading Comprehension of Children with Reading and Language Difficulties
Quelle	In: Annals of Dyslexia, 73 (2023) 3, S.469-486 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keelor, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-023-00281-9
Schlagwörter	Assistive Technology; Reading Comprehension; Language Impairments; Elementary School Students; Silent Reading; Reading Aloud to Others; Listening; Visual Aids; Multiple Choice Tests; Dyslexia; Scores; Educational Benefits + Suchen Sie Ihr Suchwort? Leseverstehen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Stilles Lesen; Hörvorgang; Zuhören; Anschauungsmaterial; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Bildungsertrag
Abstract	This study investigated the reading comprehension scores of students with reading and language difficulties after reading a passage with and without text-to-speech (TTS). Students, ages 8 to 12 years, read five passages under the following conditions: (1) "silent read;" (2) "read aloud;" (3) "listen only;" (4) "TTS with no highlighting;" and (5) "TTS with highlighting." Students answered multiple-choice comprehension questions following each condition. Mixed ANOVAs were performed to determine whether "TTS" improved reading comprehension. "TTS" significantly improved comprehension in comparison to "no TTS," and specifically, "TTS with no highlighting" and "TTS with highlighting" resulted in significantly higher comprehension scores compared to "silent read." No other significant differences were found across conditions including between the presentational features of TTS, specifically "TTS with no highlighting" and "TTS with highlighting" conditions. Students were grouped as dyslexia only or reading and language impairment based on their test results. Findings suggested that students with dyslexia only scored significantly higher on reading comprehension questions in all reading conditions and derived significantly more benefit in reading comprehension from "TTS" and the "listen only" condition compared to students with Reading and Language Impairment. Overall, TTS may be a helpful tool for supporting the reading comprehension of students with reading and language difficulties, particularly for students with dyslexia only; however, further studies are needed to explore the benefits of TTS' presentational features such as highlighting with students with reading and language difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01