Text-to-Speech Software and Reading Comprehension: The Impact for Students with Learning Disabilities

Sandra Raffoul; Lindsey Jaber

doi:10.21432/cjlt28296

Authors

Sandra Raffoul University of Windsor
Lindsey Jaber University of Windsor https://orcid.org/0000-0001-7384-0420

DOI:

https://doi.org/10.21432/cjlt28296

Keywords:

text-to-speech, assistive technologies, learning disabilities, reading comprehension, universal design for learning

Abstract

This literature review examines the use of text-to-speech (TTS) software as an accommodation for students with learning disabilities and its impact on improving reading comprehension. As the development and availability of TTS tools and assistive technologies have increased over the past decade, it is significant to explore how they are used to accommodate students at all levels of education to promote a universal design of learning. Based on a review of the current literature and utilizing self-regulated learning theory as a framework, four significant themes have emerged: (a) TTS being seen as a compensatory tool; (b) improving reading abilities and comprehension; (c) increasing student motivation and self-efficacy; and (d) the need for training for students, educators, and parents. Findings of this literature review revealed that overall, TTS software is commonly used as a compensatory tool (mainly at the postsecondary level), has assisted in students improving reading speed, fluency, and content retention, resulted in increased student self-efficacy in reading abilities and independent learning, and that there is a significant need to allocate training and technological resources to support students. As there are various directions for future research, exploring this area can contribute to schools promoting inclusive and accommodating learning environments.

Author Biographies

Sandra Raffoul, University of Windsor

Sandra Raffoul is a staff member and graduate of the Master of Education program at the University of Windsor in Ontario, Canada. Having worked in accessibility services, she has gained experience facilitating the use of assistive technologies for assessments. Sandra is also a certified English language teacher specializing in adult education.

Lindsey Jaber, University of Windsor

Lindsey Jaber is an associate professor in the Faculty of Education at the University of Windsor in Ontario, Canada. She holds a Ph.D. in Educational Psychology from the University of Alberta. She is a registered Clinical, Counselling, and School Psychologist with the College of Psychologists of Ontario. Her professional and scholarly experience working in schools, community settings, and private practice has informed her research.

References

Brunow, D. A., & Cullen, T. A. (2021). Effect of text-to-speech and human reader on listening comprehension for students with learning disabilities. Computers in the Schools, 38(3), 214–231. https://doi.org/10.1080/07380569.2021.1953362

Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends, and emerging issues. National Center for Learning Disabilities.

Davis, T. N., Barnard-Brak, L., & Arredondo, P. L. (2013). Assistive technology: Decision-making practices in public schools. Rural Special Education Quarterly, 32(4), 15–23. https://doi.org/10.1177/875687051303200403

Floyd, K. K., & Judge, S. L. (2012). The efficacy of assistive technology on reading comprehension for postsecondary students with learning disabilities. Assistive Technology Outcomes and Benefits, 8(1), 48-64. https://eric.ed.gov/?id=EJ998801

Hall, T. E., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, 38(2), 72–83. https://doi.org/10.1177/0731948714544375

Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36, 153-194. https://www.jstor.org/stable/canajeducrevucan.36.1.153

Katz, J., & Sokal, L. (2016). Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journals of Whole Schooling, 12(2), 36-63.

Learning Disabilities Association of Ontario. (2015). LDs/ADHD in Depth: What are LDs? https://www.ldao.ca/introduction-to-ldsadhd/what-are-lds/

Luo, Y., Lin, J., & Yang, Y. (2021). Students’ motivation and continued intention with online self-regulated learning: A self-determination theory perspective. Zeitschrift Für Erziehungswissenschaft, 24(6), 1379–1399. https://doi.org/10.1007/s11618-021-01042-3

Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1), 21–33. https://doi.org/10.1177/016264341402900102

Parr, M. (2012). The future of text-to-speech technology: How long before it’s just one more thing we do when teaching reading? Procedia- Social and Behavioral Sciences, 69(1), 1420-1429. https://doi.org/10.1016/j.sbspro.2012.12.081

Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers and Education, 114(1), 139-163. http://dx.doi.org/10.1016/j.compedu.2017.06.005

Silvestri, R., Holmes, A., & Rahemtulla, R. (2021). The interaction of cognitive profiles and text-to-speech software on reading comprehension of adolescents with reading challenges. Journal of Special Education Technology, 37(4), 498–509. https://doi.org/10.1177/01626434211033577

Simmons, K. D., & Carpenter, L. B. (2010). Spelling and assistive technology: Helping students with disabilities be successful writers. Physical Disabilities: Education and Related Services, 29(2), 5-19. https://eric.ed.gov/?id=EJ955433

Stodden, R. A., Roberts, K. D., Takahashi, K., Park, H. J., & Stodden, N. J. (2012). Use of text-to-speech software to improve reading skills of high school struggling readers. Procedia Computer Science, 14, 359-362. https://doi.org/10.1016/j.procs.2012.10.041

U.S. Department of Education. (2019). Individuals with Disabilities Education Act: Section 1401. https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401/1/A

Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170

Young, M. C., Courtad, C. A., Douglas, K. H., & Chung, Y. C., (2019). The effects of text-to-speech on reading outcomes for secondary students with learning disabilities. Journal of Special Education Technology, 34(2), 80-91. https://doi.org/10.1177/0162643418786047

Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329

Zimmerman, B. J. (1990) Self-regulated learning and academic achievement: An Overview. Educational Psychologist, 25(1), 3-17. https://doi.org/10.1207/s15326985ep2501_2

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145–155. https://doi.org/10.1016/j.cedpsych.2014.03.004

Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: theoretical perspectives (2nd ed.). Lawrence Erlbaum Associates Publishers.