The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents with Reading Challenges
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| Title: | The Interaction of Cognitive Profiles and Text-to-Speech Software on Reading Comprehension of Adolescents with Reading Challenges |
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| Language: | English |
| Authors: | Silvestri, Robert (ORCID |
| Source: | Journal of Special Education Technology. Dec 2022 37(4):498-509. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Grade 8, Foreign Countries, Reading Difficulties, Reading Comprehension, Assistive Technology, Cognitive Ability, Cognitive Style, Dyslexia, Inferences, Decoding (Reading), Achievement Tests, Reading Tests, Attitude Measures, Likert Scales, Computer Attitudes, Anxiety, Middle School Students |
| Geographic Terms: | Canada |
| Assessment and Survey Identifiers: | Wechsler Individual Achievement Test, Gates MacGinitie Reading Tests, Computer Attitude Scale, Computer Anxiety Scale |
| DOI: | 10.1177/01626434211033577 |
| ISSN: | 0162-6434 2381-3121 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1351623 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434211033577 |
