Reading Comprehension and Processing Time When People With Aphasia Use Text-to-Speech Technology With Personalized Supports and Features

Background: Person-centered approaches promote consistent use of supportive technology and feelings of empowerment for people with disabilities. Feature personalization is an aspect of person-centered approaches that can affect the benefit people with aphasia (PWA) derive from using text-to-speech (TTS) technology as a reading support. Aims: This study's primary purpose was to compare the comprehension and processing time of PWA when performing TTS-supported reading with preferred settings for voice, speech output rate, highlighting type, and highlighting color versus unsupported reading. A secondary aim was to examine initial support and feature preference selections, preference changes following TTS exposure, and anticipated functional reading activities for utilizing TTS technology. Method and Procedure: Twenty PWA read passages either via written text or text combined with TTS output using personally selected supports and features. Participants answered comprehension questions, reevaluated their preference selections, and provided feedback both about feature selections and possible future TTS technology uses. Outcomes and Results: Comprehension accuracy did not vary significantly between reading conditions; however, processing time was significantly less in the TTS-supported condition, thus suggesting TTS support promoted greater reading speed without compromising comprehension. Most participants preferred the TTS condition and several anticipated benefits when reading lengthy and difficult materials. Alterations to initial settings were relatively rare. Conclusions: Personalizing TTS systems is relevant to person-centered interventions. Reading with desired TTS system supports and features promotes improved reading efficiency by PWA compared with reading without TTS support. Attending to client preferences is important when customizing and implementing TTS technology as a reading support.

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

Journal of Learning Disabilities ◽

10.1177/0022219416688170 ◽

2017 ◽

Vol 51 (1) ◽

pp. 73-84 ◽

Cited By ~ 20

Author(s):

Sarah G. Wood ◽

Jerad H. Moxley ◽

Elizabeth L. Tighe ◽

Richard K. Wagner

Keyword(s):

Reading Comprehension ◽

Meta Analysis ◽

Read Aloud ◽

Future Research ◽

Text To Speech ◽

Speech Technology ◽

Random Effects Models ◽

Written Text ◽

Moderating Variables ◽

Weighted Effect Size

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.

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Alternating-color words facilitate reading and eye movements among second-language learners of Chinese

Applied Psycholinguistics ◽

10.1017/s0142716420000211 ◽

2020 ◽

Vol 41 (3) ◽

pp. 685-699

Author(s):

Wei Zhou ◽

Wanwen Ye ◽

Ming Yan

Keyword(s):

Second Language ◽

Language Learners ◽

Fixation Duration ◽

Second Language Learners ◽

Reading Speed ◽

Word Segmentation ◽

Word Boundary ◽

Fixation Location ◽

Reading Efficiency ◽

Boundary Information

AbstractThe present study investigated whether word-boundary information, provided by alternating colors (consistent or inconsistent with word-boundary information) in a Chinese sentence would facilitate the reading of second-language (L2) learners. Thirty-three Korean students were recruited in the eye-movement experiment. Relative to a baseline (i.e., mono-colors) condition, incorrect word segmentation produced closer fixation location toward the beginning of words, longer fixation duration, higher refixation rate, and slower reading speed. In contrast, word segmentation with alternating colors produced further fixation location toward the center of words, shorter fixation duration, lower refixation rate, and faster reading speed. These results indicate that L2 readers are capable of making use of word-boundary knowledge for saccade generation, which can result in a facilitation of reading efficiency.

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Maximizing Students' Learning Success Through Lab-on-Line

Addressing Multicultural Needs in School Guidance and Counseling - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-0319-5.ch012 ◽

2020 ◽

pp. 262-276

Author(s):

Minda M. B. Marshall ◽

Simon George Taukeni ◽

Rheinhold Disho Muruti ◽

Gibert Likando ◽

Cynthy Kaliinasho Haihambo ◽

...

Keyword(s):

Language Proficiency ◽

Reading Fluency ◽

Visual Processing ◽

Reading Speed ◽

Perceptual Development ◽

Learning Success ◽

Reading Efficiency ◽

Comprehension Ability ◽

On Line ◽

The University

This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).

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Advancements in text‐to‐speech technology and implications for AAC applications

The Journal of the Acoustical Society of America ◽

10.1121/1.4777112 ◽

2003 ◽

Vol 114 (4) ◽

pp. 2366-2366

Author(s):

Ann K. Syrdal

Keyword(s):

Text To Speech ◽

Speech Technology

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Virtual Guide Dog: Next-generation pedestrian signal for the visually impaired

Advances in Mechanical Engineering ◽

10.1177/1687814019883096 ◽

2020 ◽

Vol 12 (3) ◽

pp. 168781401988309

Author(s):

Zijia Zhong ◽

Joyoung Lee

Keyword(s):

Visually Impaired ◽

Level Of Service ◽

Proof Of Concept ◽

Text To Speech ◽

Speech Technology ◽

Close Proximity ◽

Pedestrian Crossing ◽

Gyroscope Sensor ◽

Pedestrian Signals ◽

Distance Deviation

Accessible pedestrian signal was proposed as a mean to achieve the same level of service that is set forth by the Americans with Disabilities Act for the visually impaired. One of the major issues of existing accessible pedestrian signals is the failure to deliver adequate crossing information for the visually impaired. This article presents a mobile-based accessible pedestrian signal application, namely, Virtual Guide Dog. Integrating intersection information and onboard sensors (e.g. GPS, compass, accelerometer, and gyroscope sensor) of modern smartphones, the Virtual Guide Dog application can notify the visually impaired: (1) the close proximity of an intersection and (2) the street information for crossing. By employing a screen tapping interface, Virtual Guide Dog can remotely place a pedestrian crossing call to the controller, without the need of using a pushbutton. In addition, Virtual Guide Dog informs VIs the start of a crossing phase using text-to-speech technology. The proof-of-concept test shows that Virtual Guide Dog keeps the users informed about the remaining distance as they are approaching the intersection. It was also found that the GPS-only mode is accompanied by greater distance deviation compared to the mode jointly operating with both GPS and cellular positioning.

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Research and Design of Electronic Speech Reader Based on Text-to-Speech Technology

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.433-440.4883 ◽

2012 ◽

Vol 433-440 ◽

pp. 4883-4887

Author(s):

Hong Li Yang ◽

Yun Yang ◽

Zhu Yue

Keyword(s):

Computer Technology ◽

Speech Processing ◽

Sound Signal ◽

Current Development ◽

Text To Speech ◽

Speech Technology ◽

Key Technology ◽

Text Information ◽

Voice Service ◽

Research And Design

TTS, namely text-to-speech, is a kind of technology who can convert text information into sound signal according to information Speech processing rules. TTS, as the synthetic technology of the pronunciation, is the key technology in the current development of computer technology, and one of the most forward technical in its voice service, telephone banking, and information home appliances, mobile PDA fields. TTS has its extensive applications. In this paper, TTS is applied to electronic speech reader, which changes traditional way to read e-book, and both listening to and novels and learning English. This article introduces a method about how to make use of TTS technology, and how to achieve an electronic Speech reader of programming based on Visual Studio C# 2008 environment bring API and Microsoft SAPI interface.

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Aurality

Review of research on speech technology

Journal of Speech Sciences ◽

10.20396/joss.v1i1.15010 ◽

2011 ◽

Vol 1 (1) ◽

pp. 31-53

Author(s):

Rubén San-Segundo ◽

Carlos D. Martínez-Hinarejos ◽

Alfonso Ortega

Keyword(s):

Language Processing ◽

Spoken Language ◽

Research Network ◽

Local Institutions ◽

Research Groups ◽

Text To Speech ◽

Speech Technology ◽

Audio Processing ◽

Almost All ◽

Speech And Language Processing

In the last two decades, there has been an important increase in research on speech technology in Spain, mainly due to a higher level of funding from European, Spanish and local institutions and also due to a growing interest in these technologies for developing new services and applications. This paper provides a review of the main areas of speech technology addressed by research groups in Spain, their main contributions in the recent years and the main focus of interest these days. This description is classified in five main areas: audio processing including speech, speaker characterization, speech and language processing, text to speech conversion and spoken language applications. This paper also introduces the Spanish Network of Speech Technologies (RTTH. Red Temática en Tecnologías del Habla) as the research network that includes almost all the researchers working in this area, presenting some figures, its objectives and its main activities developed in the last years.

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