Can Text-to-Speech Software Be Used as a Reading Intervention? Findings From Two Pilot Studies

• In Event: Roundtable Session 35
  In Roundtable Session: Design and Use of Tech Tools in Hypermedia, Multimedia, and Text-to-Speech

Abstract

The purpose of the two pilot studies was to determine the efficacy of text-to-speech (TTS) software, Kurzweil 3000™, as an intervention that might improve the reading skills of high school readers between a 1.0 and 6.0 grade level equivalency, measured using a paper-pencil reading test without the use of TTS software (unaided). TTS was used with the participants for one semester within a content area class. Results from the first study found the use of TTS significantly increased participants’ unaided vocabulary. The second study found participants who used TTS for a minimum of 40 minutes per week had significantly increased unaided reading vocabulary, comprehension, and fluency rate when compared to their baseline scores. Limitations and future research directions are discussed.

Authors

• Hye Jin Park, University of Hawaii

• Kiriko Takahashi, University of Hawaii

• Kelly Drew Roberts, University of Hawaii - Manoa

• Robert A. Stodden, University of Hawaii