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

2021 ◽  
pp. 1-18
Author(s):  
David A. Brunow ◽  
Theresa A. Cullen
Keyword(s):  
Learning Disabilities ◽  
Listening Comprehension ◽  
Students With Learning Disabilities ◽  
Text To Speech

The Effects of Text-to-Speech on Reading Outcomes for Secondary Students With Learning Disabilities

2018 ◽  
Vol 34 (2) ◽  
pp. 80-91 ◽  
Author(s):  
Mary Cece Young ◽  
Carrie Anna Courtad ◽  
Karen H. Douglas ◽  
Yun-Ching Chung
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Secondary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Single Case ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Text To Speech ◽  
Reading Outcomes

This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed with implications for practice and recommendations for future research to increase the use of TTS in the classroom.

Using Smartpens to Support Note-Taking Skills of Students with Learning Disabilities

2019 ◽  
Vol 55 (2) ◽  
pp. 86-93
Author(s):  
Joseph R. Boyle ◽  
Rachael L. Joyce
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
Listening Comprehension ◽  
Written Expression ◽  
Note Taking ◽  
Students With Learning Disabilities ◽  
Meaningful Information ◽  
Incoming Information ◽  
Students With Ld

For students with learning disabilities (LD), note taking during lectures and discussions is a difficult task. Many students have difficulties with listening comprehension and written expression, two important skills vital for successful note taking during teacher lectures. Note taking is a cognitively demanding task whereby students must temporarily hold/rehearse incoming verbal lecture information, quickly construct representations into meaningful bits of information that can be recorded, and then transcribe the bits of meaningful information onto paper before the information is lost and before processing any new incoming information. Despite the difficulty of this task, smartpen technology can aid students during note taking by storing verbal lecture information and then syncing it up when students amend their partial notes. This article provides an overview of a smartpen strategy and a guide for teachers to implement this assistive technology in their classroom and improve the note taking of students with LD.

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