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 Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Oral Reading ◽  
Graphic Novels ◽  
Reading Program ◽  
Reading Engagement ◽  
Students With Learning Disabilities ◽  
Fluency Instruction ◽  
Students With Ld ◽  
Good Reading

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Implementing Text-to-Speech Technology as a Means of Enhancing L2 Reading Fluency

2020 ◽  
Vol 1 (2) ◽  
pp. 61-73
Author(s):  
Jeisson Alonso Rodriguez Bonces
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Reading Fluency ◽  
Oral Reading ◽  
Future Research ◽  
Text To Speech ◽  
Participatory Action ◽  
Action Research Project ◽  
Speech Technology ◽  
L2 Reading

This article reports on the results of a participatory action research project carried out with a group of ten elementary level students from extension courses in a private university in Bogotá, Colombia (Universidad Minuto de Dios, main branch). The main objective of this study was to determine the effect of text-to-speech (TTS) technology usage on reading fluency in speakers of English as a foreign language. The results show that learners develop oral reading fluency in areas such as linking sounds, pronouncing accurately, and reading timing. Furthermore, learners raised their awareness of the benefits of using Information and Communication Technologies (ICTs) in the process of learning a foreign language, as well as the importance of being autonomous learners. Pedagogical implications and prospects for future research are included.

scholarly journals A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities

2020 ◽  
pp. 074193252096491
Author(s):  
Mikyung Shin ◽  
Diane P. Bryant ◽  
Sarah R. Powell ◽  
Pyung-Gang Jung ◽  
Min Wook Ok ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Word Problem ◽  
Variance Estimation ◽  
Single Case ◽  
Meta Analysis ◽  
Estimation Method ◽  
Implementation Fidelity ◽  
Effect Sizes ◽  
Future Research ◽  
Students With Learning Disabilities

In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed.

Technology-Based Practices for Secondary Students with Learning Disabilities

2002 ◽  
Vol 25 (4) ◽  
pp. 247-261 ◽  
Author(s):  
Paula Maccini ◽  
Joseph Calvin Gagnon ◽  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Audio Recordings ◽  
Test Technology ◽  
Students With Ld ◽  
Contextualized Learning

The researchers conducted a comprehensive review of the literature on technology-based practices for secondary students identified as having learning disabilities (LD) involving instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer- or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.

Sign in / Sign up

Export Citation Format

Share Document