Effects of text-to-speech software use on the reading proficiency of high school struggling readers.
The literature highlights the benefits of text-to-speech (TTS) software when used as an assistive technology facilitating struggling readers’ access to print. However, the effects of TTS software use, upon students’ unassisted reading proficiency, have remained relatively unexplored. The researchers...
| Publicado en: | Assistive Technology Vol. 29; no. 3; pp. 146 - 153 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Fall2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125436720&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125436720 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: Fall2017 vid: 29 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 125436720 125436720 125436720 10.1080/10400435.2016.1171808 125436720 ppf: 146 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effects of text-to-speech software use on the reading proficiency of high school struggling readers. aug: au: Park, Hye Jin Takahashi, Kiriko Roberts, Kelly D. Delise, Danielle affil: Center on Disability Studies, University of Hawaii Manoa, Honolulu, Hawaii, USA sug: subj: Students, High School Reading Disorders Diagnosis Software Design Speech Evaluation Voice Hawaii Geographic Locations Teachers Assistive Technology Evaluation Data Analysis Software Analysis of Covariance ab: The literature highlights the benefits of text-to-speech (TTS) software when used as an assistive technology facilitating struggling readers’ access to print. However, the effects of TTS software use, upon students’ unassisted reading proficiency, have remained relatively unexplored. The researchers utilized an experimental design to investigate whether 9th grade struggling readers who use TTS software to read course materials demonstrate significant improvements in unassisted reading performance. A total of 164 students of 30 teachers in Hawaii participated in the study. Analyses of covariance results indicated that the TTS intervention had a significant, positive effect on student reading vocabulary and reading comprehension after 10 weeks of TTS software use (average 582 minutes). There are several limitations to the study; however, the current study opens up for discussions and need for further studies investigating TTS software as a viable reading intervention for adolescent struggling readers. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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