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Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students with Reading Disabilities? A Meta-Analysis
- Source :
-
Journal of Learning Disabilities . Jan-Feb 2018 51(1):73-84. - Publication Year :
- 2018
-
Abstract
- Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at improving reading comprehension. This study addresses this gap in the research by conducting a meta-analysis on the effects of text-to-speech technology and related read-aloud tools on reading comprehension for students with reading difficulties. Random effects models yielded an average weighted effect size of (d-bar = 0.35, with a 95% confidence interval of 0.14 to 0.56, p < 0.01). Moderator effects of study design were found to explain some of the variance. Taken together, this suggests that text-to-speech technologies may assist students with reading comprehension. However, more studies are needed to further explore the moderating variables of text-to-speech and read-aloud tools' effectiveness for improving reading comprehension. Implications and recommendations for future research are discussed.
Details
- Language :
- English
- ISSN :
- 0022-2194
- Volume :
- 51
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Journal of Learning Disabilities
- Publication Type :
- Academic Journal
- Accession number :
- EJ1164251
- Document Type :
- Journal Articles<br />Reports - Research<br />Information Analyses
- Full Text :
- https://doi.org/10.1177/0022219416688170