Why read the article? The authors (from Purdue University) include a nice literature review on three key aspects of adolescents’ use of TTS: fluency, reading comprehension, and task completion. That alone is worth a review.
The research questions are:
“In comparison to reading on the computer without TTS, does the use of TTS affect oral reading fluency, comprehension, and task completion time while reading grade-level expository text?” and
“What are students’ perspectives of using TTS for reading grade-level expository text?”
In this study, researchers worked with three middle school students with specific learning disabilities in reading and conducted a multiple-baseline-across-participants design to explore the first question.
In the words of the authors, “TTS did not affect students’ fluency, comprehension, or task completion time, although social validity interviews revealed that each student valued the independence and efficiency TTS provided. Students believed they comprehended fully, read more fluently, and finished the reading task more quickly with TTS than without it.”
What do we think of that?
Meyer, N., & Bouck, E. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1), 21-33.
Want to read it? Find it online, in print in your local state university library, or contact us if you live in Superintendent’s regions 1 and 8 and we’ll send it to you!