Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis

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 i...

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Published in	Journal of learning disabilities Vol. 51; no. 1; pp. 73 - 84
Main Authors	Wood, Sarah G., Moxley, Jerad H., Tighe, Elizabeth L., Wagner, Richard K.
Format	Journal Article
Language	English
Published	Los Angeles, CA SAGE Publications 01.01.2018 SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC
Subjects	Adolescent Assistive Technology Audiovisual Aids Child Comprehension Confidence intervals Dyslexia - therapy Effect Size Humans Influence of Technology Learning disabilities Meta Analysis Outcome Assessment (Health Care) Random effects Reading Reading Comprehension Reading Difficulties Reading disabilities Reading Improvement Reading Research Software Special education Speech Students Students with disabilities Systematic review Technology text-to-speech meta-analysis reading disabilities technology reading comprehension
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Abstract	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 ¯ = .35, with a 95% confidence interval of .14 to .56, p < .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.
AbstractList	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 ¯ = .35, with a 95% confidence interval of .14 to .56, p < .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. 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 ([Formula: see text] = .35, with a 95% confidence interval of .14 to .56, p < .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.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 ([Formula: see text] = .35, with a 95% confidence interval of .14 to .56, p < .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. 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. 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 ( d̄ = .35, with a 95% confidence interval (CI) of .14 to .56, p <.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. 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 ( = .35, with a 95% confidence interval of .14 to .56, p < .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. 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 ([Formula: see text] = .35, with a 95% confidence interval of .14 to .56, p < .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.
Author	Wagner, Richard K. Wood, Sarah G. Tighe, Elizabeth L. Moxley, Jerad H.
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Notes	ObjectType-Article-2 SourceType-Scholarly Journals-1 content type line 14 ObjectType-Feature-3 ObjectType-Evidence Based Healthcare-1 ObjectType-Article-1 ObjectType-Feature-2 content type line 23 Elizabeth L. Tighe, Ph.D., Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, Georgia, 30302-5010, etighe@gsu.edu Jerad H. Moxley, M.S., Department of Psychology, 1107 W. Call Street, Tallahassee, Florida, 32306-4301, USA., moxley@psy.fsu.edu Richard K. Wagner, Ph.D., Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, Florida 32306-4301, USA., rkwagner@psy.fsu.edu
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Snippet	Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students’ reading comprehension skills. Read-aloud software,... Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software,... Text-to-speech and related read aloud tools are being widely implemented in an attempt to assist students’ reading comprehension skills. Read aloud software,...
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SubjectTerms	Adolescent Assistive Technology Audiovisual Aids Child Comprehension Confidence intervals Dyslexia - therapy Effect Size Humans Influence of Technology Learning disabilities Meta Analysis Outcome Assessment (Health Care) Random effects Reading Reading Comprehension Reading Difficulties Reading disabilities Reading Improvement Reading Research Software Special education Speech Students Students with disabilities Systematic review Technology
Title	Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis
URI	https://journals.sagepub.com/doi/full/10.1177/0022219416688170 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1164251 https://www.ncbi.nlm.nih.gov/pubmed/28112580 https://www.proquest.com/docview/1985627455 https://www.proquest.com/docview/1861597305 https://pubmed.ncbi.nlm.nih.gov/PMC5494021
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