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

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 (A...

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Bibliographic Details
Published in:Journal of special education technology 2009-09, Vol.24 (3), p.9-20
Main Authors: Izzo, Margo Vreeburg, Yurick, Amanda, McArrell, Bianca
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Academic Achievement
Access to Education
Assistive Technology
Audio Equipment
Computer Assisted Instruction
Curriculum Based Assessment
Curriculum Implementation
Disabilities
Educational Technology
Effect Size
Electronic Learning
Federal Legislation
High School Students
Individualized Education Programs
Individualized Instruction
Information Literacy
Instructional Effectiveness
Instructional Materials
Online Courses
Program Descriptions
Reading Comprehension
Reading Instruction
Reading Materials
Scaffolding (Teaching Technique)
Secondary School Curriculum
Software
Special Education
Special Needs Students
Student Participation
Students with Disabilities
Studies
Teaching Methods
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Summary: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 The text-to-speech support was introduced and withdrawn in a reversal design across 10 curriculum units.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.
ISSN:0162-6434
2381-3121
DOI:10.1177/016264340902400302