Article ; Online: Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties.
2023 Volume 73, Issue 3, Page(s) 469–486
Abstract: This study investigated the reading comprehension scores of students with reading and language difficulties after reading a passage with and without text-to-speech (TTS). Students, ages 8 to 12 years, read five passages under the following conditions: (a) ...
| Abstract | This study investigated the reading comprehension scores of students with reading and language difficulties after reading a passage with and without text-to-speech (TTS). Students, ages 8 to 12 years, read five passages under the following conditions: (a) silent read, (b) read aloud, (c) listen only, (d) TTS with no highlighting, and (e) TTS with highlighting. Students answered multiple-choice comprehension questions following each condition. Mixed ANOVAs were performed to determine whether TTS improved reading comprehension. TTS significantly improved comprehension in comparison to no TTS, and specifically, TTS with no highlighting and TTS with highlighting resulted in significantly higher comprehension scores compared to silent read. No other significant differences were found across conditions including between the presentational features of TTS, specifically TTS with no highlighting and TTS with highlighting conditions. Students were grouped as dyslexia only or reading and language impairment based on their test results. Findings suggested that students with dyslexia only scored significantly higher on reading comprehension questions in all reading conditions and derived significantly more benefit in reading comprehension from TTS and the listen only condition compared to students with Reading and Language Impairment. Overall, TTS may be a helpful tool for supporting the reading comprehension of students with reading and language difficulties, particularly for students with dyslexia only; however, further studies are needed to explore the benefits of TTS' presentational features such as highlighting with students with reading and language difficulties. |
|||||
|---|---|---|---|---|---|---|
| MeSH term(s) | Humans ; Child ; Comprehension ; Dyslexia ; Speech ; Reading ; Language Development Disorders | |||||
| Language | English | |||||
| Publishing date | 2023-04-29 | |||||
| Publishing country | United States | |||||
| Document type | Journal Article | |||||
| ZDB-ID | 11939-8 | |||||
| ISSN | 1934-7243 ; 0736-9387 | |||||
| ISSN (online) | 1934-7243 | |||||
| ISSN | 0736-9387 | |||||
| DOI | 10.1007/s11881-023-00281-9 | |||||
| Shelf mark |
|
|||||
| Database | MEDical Literature Analysis and Retrieval System OnLINE |
More links
Kategorien
In stock of ZB MED Cologne/Königswinter
| Zs.A 6302: Show issues | Location: Je nach Verfügbarkeit (siehe Angabe bei Bestand) bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular ab Jg. 2022: Lesesaal (EG) |
Order via subito
This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.