Most current theories argue that one of the primary causes of reading disabilities is a struggle to decode written text. For students with reading disabilities, reading comprehension is often difficult ( Kim, Linan Thompson, & Misquitta, 2012). Reading comprehension, which is defined as the ability to construct meaning from interacting with a text, is critical for students to succeed in today’s educational settings ( Snow, 2002). Implications and recommendations for future research are discussed. However, more studies are needed to further explore the moderating variables of text-to-speech and read aloud tools’ effectiveness for improving reading comprehension. Taken together, this suggests that text-to-speech technologies may assist students with reading comprehension. Moderator effects of study design were found to explain some of the variance. 35, with a 95% confidence interval (CI) of. Random effects models yielded an average weighted effect size of ( d ̄ =. 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. It is not clear how effective text-to-speech is at improving reading comprehension. 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. Text-to-speech and related read aloud tools are being widely implemented in an attempt to assist students’ reading comprehension skills.
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