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
Teaching & Educational Leadership
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
Recommended Citation
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, DOI: 10.1080/07380569.2021.1953362