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Supported eText: Effects of Text-to-Speech on Access and Achievement for High School Students with Disabilities ARTICLE

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Journal of Special Education Technology Volume 24, Number 3, ISSN 0162-6434

Abstract

Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using assistive technologies such as digital texts and translational supports enhances outcomes for these students (Anderson-Inman & Horney, 2007). The purpose of the current study was to examine the effects of a text-to-speech screen reader program on the academic achievement of high school students with disabilities in an online transition curriculum emphasizing information literacy. The text-to-speech support was introduced and withdrawn in a reversal design across 10 curriculum units. Findings suggest that the text-to-speech support increased unit quiz and reading comprehension performance with large effect sizes. Implications for practice and future research are discussed.

Citation

Izzo, M.V., Yurick, A. & McArrell, B. (2009). Supported eText: Effects of Text-to-Speech on Access and Achievement for High School Students with Disabilities. Journal of Special Education Technology, 24(3), 9-20. Retrieved August 19, 2018 from .

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Cited By

  1. Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning

    Michael W. Connell, Sam Catherine Johnston, Tracey E. Hall & William Stahl, CAST, Inc., United States

    Journal of Online Learning Research Vol. 3, No. 1 (May 2017) pp. 31–54

  2. Implications of Assistive Technology and Web Accessibility Tools for Improving Outcomes for Students with High-Incidence Disabilities in Postsecondary Education

    Debra Holzberg, UNC Charlotte, United States; Chris O'Brien, University of North Carolina at Charlotte, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2773–2778

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