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Abstract
The aim of this study was to investigate the impact of text-to-speech (TTS) without highlighting, with highlighting, and with increased highlighting rate, on the reading comprehension of children with reading difficulties. Participants read six expository passages under the following conditions: (a) Silent Reading, (b) Reading Aloud, (c) Listening Only, (d) reading with the use of TTS with No Highlighting, (e) reading with the use of TTS with Highlighting and (f) reading with the use of TTS at a Rapid Rate with Highlighting. They answered comprehension questions following each condition. Data were analyzed using a twotailed paired t-test and a one-way ANOVA. Reading comprehension was significantly higher for the TTS versus No TTS condition. There was no difference in the presentational features. Comprehension scores for TTS with No Highlighting positively correlated with processing speed; Listen Only negatively correlated with read aloud speed. TTS is a useful compensatory reading aid for improving comprehension.
Keywords: assistive technology, text-to-speech, reading comprehension, dyslexia
Introduction
In the recent decades of educational reform, America's public schools have rallied to address reading skills, given the expectations of initiatives such as the No Child Left Behind Act of 2001. This type of initiative has forced students to contend with increasing literacy demands and accelerated instruction in the classroom. Those with learning disabilities and specifically with dyslexia are especially vulnerable in this high-risk environment (Frase-Blunt, 2000). Dyslexia is characterized by difficulties with fluent word recognition, reduced decoding ability, and slow reading rate despite remedial intervention, exposure to written language, and intact intelligence (IDA, 2002). The incidence of developmental dyslexia is determined to be between approximately 10 to 15% of the population in most languages and countries (Fletcher, Lyon, Fuchs, & Barnes, 2007; Youman & Mather, 2012). While students with dyslexia struggle with decoding, this is not necessarily indicative of their comprehension level. However, failure to treat decoding deficits may adversely affect a student's comprehension and ultimately academic success (Flynn, Zheng, & Swanson, 2012). While a Structured Literacy approach (IDA, 2017; Spear-Swerling, 2019) can improve both decoding and comprehension skills, some students will continue to struggle with reading. Therefore, it is imperative that reading aids be comprehensive for students with dyslexia to mitigate the effects of poor literacy skills on academic achievement, self-efficacy, and...