Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis.

This study addresses this gap in the research by conducting a meta-analysis on the effects of text-to-speech technology and related read-aloud tools on reading comprehension for students with reading difficulties. Random effects models yielded an average weighted effect size of ([Formula: see text] = .35, with a 95% confidence interval of .14 to .56, p < .01). Moderator effects of study design were found to explain some of the variance. Taken together, this suggests that text-to-speech technologies may assist students with reading comprehension. However, more studies are needed to further explore the moderating variables of text-to-speech and read-aloud tools' effectiveness for improving reading comprehension. Implications and recommendations for future research are discussed. PMID: 28112580 [PubMed - as supplied by publisher]
Source: Journal of Learning Disabilities - Category: Disability Authors: Tags: J Learn Disabil Source Type: research