Title

Effect of Text-to-Speech and Human Reader on Listening Comprehension for Students with Learning Disabilities

Document Type

Article

Publication Date

10-2021

Department

Curriculum & Instruction

Abstract

Students with learning disabilities in reading often have difficulty with comprehension. Four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension to determine the effects of two treatments, text-to-speech and human reader. Results of this single subject, alternating treatments study indicate that student mean scores on excerpts and multiple-choice listening comprehension quizzes from a required grade level reading were greater during the human reader treatment. Implications and conclusions of this study revealed that text-to-speech may benefit students with learning disabilities who struggle with reading and comprehension when used as a supplement to explicit teacher instruction; however, the text-to-speech was not as effective as a human reader on listening comprehension for students with learning disabilities.

DOI

10.1080/07380569.2021.1953362

First Page

214

Last Page

231

Publication Title

Computers in the Schools

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