scholarly journals Corrigendum to The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents With Reading Challenges

2021 ◽  
pp. 016264342110468
Keyword(s):  
Reading Comprehension ◽  
Cognitive Profiles ◽  
Text To Speech

The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents With Reading Challenges

2021 ◽  
pp. 016264342110335
Author(s):  
Robert Silvestri ◽  
Alana Holmes ◽  
Rafiq Rahemtulla
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Cognitive Profiles ◽  
Text To Speech ◽  
Decoding Skills ◽  
Paired Samples ◽  
Level Increase ◽  
The Impact ◽  
Inferential Comprehension ◽  
Selection Of

This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS conditions. Results: only those participants with a dyslexic profile (listening comprehension greater than decoding skills), demonstrated significant gains in reading comprehension in the TTS compared to the no-TTS condition; a large effect size (1.58 grade level increase) was found. Furthermore, this group’s literal comprehension improved much more than their inferential comprehension when utilizing TTS. Implications: a one-size fits all approach for the selection of TTS for struggling readers is not recommended. SVR subtyping incorporated into psychoeducational assessments can inform appropriate assignment of TTS to struggling readers.

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

2021 ◽  
pp. 073194872198997
Author(s):  
Philip Capin ◽  
Eunsoo Cho ◽  
Jeremy Miciak ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Fourth Grade ◽  
Cognitive Profiles ◽  
Cognitive Predictors ◽  
Cognitive Difficulties ◽  
Fourth Grade Students

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

scholarly journals Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension

2018 ◽  
Vol 42 (1) ◽  
pp. 17-31 ◽  
Author(s):  
Jeremy Miciak ◽  
Paul T. Cirino ◽  
Yusra Ahmed ◽  
Erin Reid ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Executive Functions ◽  
Reading Interventions ◽  
Common Factor ◽  
Significant Risk ◽  
Cognitive Profiles ◽  
Linear Regression Models ◽  
Intensive Reading ◽  
Not At Risk ◽  
Inadequate Responders

Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine whether EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions.

Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties

2016 ◽  
Vol 50 (2) ◽  
pp. 128-142 ◽  
Author(s):  
Anna Potocki ◽  
Monique Sanchez ◽  
Jean Ecalle ◽  
Annie Magnan
Keyword(s):  
Reading Comprehension ◽  
Executive Functioning ◽  
Text Comprehension ◽  
Fifth Grade ◽  
Cognitive Profiles ◽  
Older Children ◽  
Written Text ◽  
Specific Reading ◽  
Poor Comprehenders

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were differentiated: literal and inferential processes. The results demonstrated that while three aspects of executive functioning (working memory, planning, and inhibition processes) were significantly predictive of the performance on the inferential questions of the comprehension test, these factors did not predict the scores on the literal tasks of the test. In a second experiment, the linguistic and cognitive profiles of children in third/fifth and seventh/ninth grades with a specific reading comprehension deficit were examined. This analysis revealed that the deficits experienced by the less skilled comprehenders in both the linguistic and the executive domains could evolve over time. As a result, linguistic factors do not make it possible to distinguish between good and poor comprehenders among the group of older children, whereas the difficulties relating to executive processing remain stable over development. These findings are discussed in the context of the need to take account of the executive difficulties that characterize less skilled comprehenders of any age, especially for remediation purposes.

scholarly journals Effect of digital highlighting on reading comprehension given text-to-speech technology for people with aphasia

Aphasiology ◽  
2020 ◽  
pp. 1-22
Author(s):  
Jessica A. Brown ◽  
Kelly Knollman-Porter ◽  
Karen Hux ◽  
Sarah E. Wallace ◽  
Camille Deville
Keyword(s):  
Reading Comprehension ◽  
Text To Speech ◽  
Speech Technology

Cognitive Profiles and Deviation Patterns of Dyslexic Children

1992 ◽  
Vol 75 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Cristina Masutto ◽  
Cesare Cornoldi
Keyword(s):  
Reading Comprehension ◽  
Cognitive Functions ◽  
Neuropsychological Tests ◽  
Control Group ◽  
Cognitive Tests ◽  
Cognitive Profiles ◽  
Normal Children ◽  
Deviation Score

Cognitive profiles of 20 dyslexic children were examined using a battery of neuropsychological tests. Their ages ranged from 90 to 114 mo. (M = 106.6 mo.). Intelligence and reading comprehension were normal, but the subjects had specific problems in decoding written material. These subjects were matched with a control group of same age, sex, and sociocultural status. The dyslexic children presented specific patterns of response on WISC—R subtests and failed a battery of cognitive tests examining subcomponents of reading. For each child, a deviation score was computed which represented the imbalance among the different cognitive functions. Greater imbalance was observed among the dyslexic children in development of cognitive functions than among the normal children.

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

2017 ◽  
Vol 51 (1) ◽  
pp. 73-84 ◽  
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.

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.

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