Use of Text-to-speech Software to Improve Reading Skills of High School Struggling Readers
The purpose of this paper is to present research findings on the effectiveness of a TTS software intervention in two pilot studies with approximately 104 high school students (grades 9-12) with a disability and at-risk for referral to special education services because of reading difficulties. The c...
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| Published in | Procedia computer science Vol. 14; pp. 359 - 362 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier B.V
2012
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1877-0509 1877-0509 |
| DOI | 10.1016/j.procs.2012.10.041 |
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| Abstract | The purpose of this paper is to present research findings on the effectiveness of a TTS software intervention in two pilot studies with approximately 104 high school students (grades 9-12) with a disability and at-risk for referral to special education services because of reading difficulties. The conceptual framework underlying the research is that the use of TTS software with content reading materials (e.g., social studies) for a minimum of 30 minutes per week improves subjects’ reading performance when they are not using the software. Improved reading is also expected to improve subjects’ academic performance and aspirations. The results indicated that study participants had significantly improved reading skills in the two pilot studies. The researchers attribute this improvement to students’ exposure to more text and incidental vocabulary learning through the use of the TTS software. |
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| AbstractList | The purpose of this paper is to present research findings on the effectiveness of a TTS software intervention in two pilot studies with approximately 104 high school students (grades 9-12) with a disability and at-risk for referral to special education services because of reading difficulties. The conceptual framework underlying the research is that the use of TTS software with content reading materials (e.g., social studies) for a minimum of 30 minutes per week improves subjects’ reading performance when they are not using the software. Improved reading is also expected to improve subjects’ academic performance and aspirations. The results indicated that study participants had significantly improved reading skills in the two pilot studies. The researchers attribute this improvement to students’ exposure to more text and incidental vocabulary learning through the use of the TTS software. |
| Author | Roberts, Kelly D. Park, Hye Jin Stodden, Robert A. Takahashi, Kiriko Stodden, Norma Jean |
| Author_xml | – sequence: 1 givenname: Robert A. surname: Stodden fullname: Stodden, Robert A. email: stodden@hawaii.edu – sequence: 2 givenname: Kelly D. surname: Roberts fullname: Roberts, Kelly D. – sequence: 3 givenname: Kiriko surname: Takahashi fullname: Takahashi, Kiriko – sequence: 4 givenname: Hye Jin surname: Park fullname: Park, Hye Jin – sequence: 5 givenname: Norma Jean surname: Stodden fullname: Stodden, Norma Jean |
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| Keywords | High School Text-to-speech (TTS) Struggling Readers Learning Disabilities |
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| References_xml | – reference: C. E. Snow and G. Biancarosa, Adolescent literacy and the achievement gap:What do we know and where do we go from here? New York: Carnegie Corporation of New York, (2003). – reference: B. Glaser and A. Strauss, The discovery of grounded theory. Chicago: Aldine Press, (1967). – reference: A. Tashakkori and J. Creswell, Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1(3), (2007) 207-211. – reference: H. Silver-Pacuilla and S. Fleischman, Technology to help struggling students. Educational Leadership, 63(5), (2006) 84-85. – reference: D. Deshler, A Closer Look: Closing the Performance Gap. Stratenotes 13(4). University of Kansas Center for Research on Learning. Retrieved from http://www.adlit.org/article/19373 (2005). – reference: E. Engstrom, Reading, writing, and assistive technology: An integrated developmental curriculum for college students. Journal of Adolescent and Adult Literacy, 49(1), 30-39 (2005). – reference: D. Mellard and M. Patterson, Contrasting adult literacy learners with and without specific learning disabilities. Remedial and Special Education, 29(3), (2008) 133-144. – reference: B.D. Winn, C.H. Skinner, R. Oliver, A.D. Hale and M.R. Ziegler, The effects of listening-while-reading and repeated reading on the reading fluency of adult learners. Journal of Adolescent and Adult Literacy. – reference: A. Moorman, R.T. Boon, Y. Keller-Bell, C. Stagliano, and T. Jeffs, Effects of text-to-speech software on the reading rate and comprehension skills of high school students with specific learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 16(1), (2010) 41-49. – reference: C. Teddlie and A. Tashakkori, Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Thousand Oaks, CA: Sage, (2009). – reference: M. L. Kamil, Adolescents and literacy: Reading for the 21st Century. Washington, DC: Alliance for Excellent Education, (2003). – reference: B. Hart and T. Risley, Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing, (1995). – reference: R. Woodcock and M. Johnson, Woodcock-Johnson Psycho-Educational Battery-III. Chicago, IL: Riverside Publishing, (1989). – reference: Kurzweil Educational Systems. Kurzweil 3000™ for Windows version 8: Foundations workshop. Bedford, MA, (2004). – ident: 10.1016/j.procs.2012.10.041_bib0010 – ident: 10.1016/j.procs.2012.10.041_bib0055 – ident: 10.1016/j.procs.2012.10.041_bib0020 doi: 10.1598/JAAL.49.1.4 – ident: 10.1016/j.procs.2012.10.041_bib0035 – ident: 10.1016/j.procs.2012.10.041_bib0060 – ident: 10.1016/j.procs.2012.10.041_bib0040 – ident: 10.1016/j.procs.2012.10.041_bib0005 – ident: 10.1016/j.procs.2012.10.041_bib0045 doi: 10.1177/1558689807302814 – ident: 10.1016/j.procs.2012.10.041_bib0065 doi: 10.1177/0741932508315053 – ident: 10.1016/j.procs.2012.10.041_bib0025 – ident: 10.1016/j.procs.2012.10.041_bib0050 – ident: 10.1016/j.procs.2012.10.041_bib0070 – ident: 10.1016/j.procs.2012.10.041_bib0015 – ident: 10.1016/j.procs.2012.10.041_bib0030 |
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| Title | Use of Text-to-speech Software to Improve Reading Skills of High School Struggling Readers |
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