Article2021

The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents With Reading Challenges

Robert Silvestri · Alana Holmes · Rafiq Rahemtulla

22 citations0/0 files storedJournal of Special Education Technology

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Reading and Literacy Development Second Language Acquisition and Learning Assistive Technology in Communication and Mobility

Abstract

This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS conditions. Results: only those participants with a dyslexic profile (listening comprehension greater than decoding skills), demonstrated significant gains in reading comprehension in the TTS compared to the no-TTS condition; a large effect size (1.58 grade level increase) was found. Furthermore, this group’s literal comprehension improved much more than their inferential comprehension when utilizing TTS. Implications: a one-size fits all approach for the selection of TTS for struggling readers is not recommended. SVR subtyping incorporated into psychoeducational assessments can inform appropriate assignment of TTS to struggling readers.

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1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 2001DRC: A dual route cascaded model of visual word recognition and reading aloud.1994Cognitive load theory, learning difficulty, and instructional design 1986Decoding, Reading, and Reading Disability 1990The simple view of reading 1998Reading for Understanding: Toward an R&D Program in Reading Comprehension 1996Meta-analysis of experiments with matched groups or repeated measures designs.1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader

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