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Analyzing Text-to-Speech Usage in Math Assessments: Proficiency-Specific Implication and Insights

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Title: Analyzing Text-to-Speech Usage in Math Assessments: Proficiency-Specific Implication and Insights
Language: English
Authors: Xin Wei (ORCID 0000-0002-6978-6609)
Source: Grantee Submission. 2026.
Peer Reviewed: Y
Page Count: 33
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324P230002
Document Type: Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: National Competency Tests, Mathematics Tests, Grade 8, Assistive Technology, Problem Solving, Accuracy, Mathematics Achievement, Students with Disabilities, English Learners, Test Items, Reaction Time, Testing Accommodations, Student Characteristics
Assessment and Survey Identifiers: National Assessment of Educational Progress
DOI: 10.1080/13803611.2026.2655305
Abstract: This study examines three dimensions of Text-to-Speech (TTS) use -- listening time, frequency, and sequence. Using response and log data from 28,090 students on a Grade 8 mathematics item from the 2017 National Assessment of Educational Progress, we estimated relationships between TTS use and accuracy with logistic regressions and Random Forest partial-dependence plots. TTS use was most common among lower-proficiency students. Among Below Basic students, listening to the problem statement was associated with higher accuracy, though benefits diminished beyond 25 seconds. Among Basic students, frequent toggling was negatively associated with accuracy, whereas among Proficient and Advanced students, no consistent relationship emerged. Overall, TTS appears to support access when used purposefully, while inefficient use may hinder performance. Although limited to one item and observational data, the findings suggest practical design and instructional strategies for promoting equitable access. [This paper was published in "Educational Research and Evaluation."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED679503
Database: ERIC
FullText Text:
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PubType: Report
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  Data: <searchLink fieldCode="AR" term="%22Xin+Wei%22">Xin Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6978-6609">0000-0002-6978-6609</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2026.
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  Data: 33
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  Data: This study examines three dimensions of Text-to-Speech (TTS) use -- listening time, frequency, and sequence. Using response and log data from 28,090 students on a Grade 8 mathematics item from the 2017 National Assessment of Educational Progress, we estimated relationships between TTS use and accuracy with logistic regressions and Random Forest partial-dependence plots. TTS use was most common among lower-proficiency students. Among Below Basic students, listening to the problem statement was associated with higher accuracy, though benefits diminished beyond 25 seconds. Among Basic students, frequent toggling was negatively associated with accuracy, whereas among Proficient and Advanced students, no consistent relationship emerged. Overall, TTS appears to support access when used purposefully, while inefficient use may hinder performance. Although limited to one item and observational data, the findings suggest practical design and instructional strategies for promoting equitable access. [This paper was published in "Educational Research and Evaluation."]
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      – Type: doi
        Value: 10.1080/13803611.2026.2655305
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
    Subjects:
      – SubjectFull: National Competency Tests
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Grade 8
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      – SubjectFull: Assistive Technology
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      – SubjectFull: Problem Solving
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      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Reaction Time
        Type: general
      – SubjectFull: Testing Accommodations
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      – SubjectFull: Student Characteristics
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      – SubjectFull: National Assessment of Educational Progress
        Type: general
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      – TitleFull: Analyzing Text-to-Speech Usage in Math Assessments: Proficiency-Specific Implication and Insights
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            NameFull: Xin Wei
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              M: 04
              Type: published
              Y: 2026
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            – TitleFull: Grantee Submission
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