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The Effects of Text-to-Speech on Rea...

Young, Mary Cece.

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The Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities./
作者:	Young, Mary Cece.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	139 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254709
ISBN:	9780355075014

The Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities.
Young, Mary Cece.

The Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 139 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--Illinois State University, 2017.

In this study, I implemented the use of technology to investigate the effectiveness of text-to-speech (TTS) on the reading comprehension of students with learning disabilities (LD). In a freshman self-contained classroom, I used the classroom-based text and TTS on four participants during a 48-min English class period for 16 weeks. An A-B-A-B withdrawal design evaluated the effectiveness of TTS on reading comprehension, the dependent variable, measured through accuracy of participants' responses to reading comprehension questions from curriculum-based measures (CBMs). Following intervention, I assessed maintenance of the effect of TTS on reading comprehension for 4 weeks. Additionally, I measured participants' perspectives on the use of TTS when reading using a researcher-developed social validation survey. After visual analysis of the data, results showed a functional relation between the independent variable and participants' increased reading comprehension accuracy as measured by CBMs. Three out of four participants scored higher on reading comprehension using TTS as the intervention when reading instructional passages. Results on participants' oral reading fluency (ORF) also indicated an increased level of words read per min at the end of each condition. Comparison of pre- and posttest achievement on the universal screener (i.e., Lexile) showed that two of four participants increased their reading scores. Maintenance results showed continued increase in reading comprehension accuracy on CBMs with TTS compared to baseline performance. Social validation questionnaires revealed participants enjoyed using TTS to acquire information from literature. Lastly, major findings are discussed with implications for practice and recommendations for future research needed to increase the use of TTS in the classroom.

ISBN: 9780355075014Subjects--Topical Terms:

2122756
Reading instruction.

The Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities.
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