Text-to-speech and related read-aloud tools are implemented in an attempt to assist students’ reading comprehension skills. Research suggests text-to-speech technologies assist students with reading comprehension. However, the effectiveness of text-to-speech tools is highly variable. This presentation reviews past research on its effectiveness and reports on current research efforts underway to better predict for whom text-to-speech will be most beneficial.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
TECHNOLOGY: Evaluate the different multimedia learning tools and show practical applications of these tools in professional development and teacher training.
Disclosure: Sarah Wood and Richard K. Wagner have no relevant financial or nonfinancial relationships to disclose.
doctoral candidate, Developmental Psychology,
Florida State University
Robert O. Lawton Distinguished Professor of Psychology W. Russell and Eugenia Morcom Chair Associate Director,
Florida Center for Reading Research Department of Psychology, Florida State University
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