Usage of Text-to-Speech Features in Digital Instruction to Support Struggling Students in Reading Comprehension (Poster 40)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Student Emotions, Motivation, and Teacher-Student Dynamics

Abstract

Text-to-speech (TTS) is a common functionality in digital instruction platforms intended to increase accessibility. A significant proportion of the literature on TTS focuses on its use as a testing accommodation or, in an instructional context, on its use by students with disabilities. However, implementing accessibility features like TTS may benefit students with or without disabilities, for example, by supporting students struggling to develop reading comprehension skills (Keelor et al., 2020). This study examined how much 6th-grade students used text-to-speech assistance in reading comprehension digital lessons as an instructional support tool and its potential impact on learning outcomes. TTS usage in reading comprehension instruction was found to be associated with higher likelihood of lesson success, particularly for below-level Readers.

Authors

• Sebastian Moncaleano-Wallrich, Curriculum Associates

• Fusun Sahin, Curriculum Associates

• Logan A. Rome, Curriculum Associates