ERIC Number: EJ1164251
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students with Reading Disabilities? A Meta-Analysis
Wood, Sarah G.; Moxley, Jerad H.; Tighe, Elizabeth L.; Wagner, Richard K.
Journal of Learning Disabilities, v51 n1 p73-84 Jan-Feb 2018
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.
Descriptors: Reading Comprehension, Reading Difficulties, Assistive Technology, Meta Analysis, Effect Size, Reading Improvement, Reading Research, Influence of Technology
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: HD052120