Direct Instructions to Teach Students in a Comprehensive Transition Program how to Utilize Text-to-Speech Software Effectively

Authors

  • Lauren Bruno Washington State University
  • Mary Ball
  • Erica Kaldenberg
  • Patricia Bahr
  • Jordan Willits

DOI:

https://doi.org/10.13021/jipe.2021.2871

Keywords:

assistive technology, post-secondary education, intellectual disability, direct instruction

Abstract

This study evaluated how students enrolled in a comprehensive post-secondary transition program learned how to use text-to-speech (TTS) software to read higher-level written text. Using a pre- and post-test research design, researchers examined whether direct instruction effectively taught students to use a TTS program. We used third and sixth-grade easyCBM passages and corresponding reading comprehension measures to evaluate students' use of the TTS software and determine if TTS increased reading comprehension. Findings suggest that the use of direct instruction can facilitate the use of assistive technology and TTS readers. Implications for further research, practice, and policy are discussed.

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Published

2021-05-24

How to Cite

Bruno, L., Ball, M., Kaldenberg, E., Bahr, P., & Willits, J. (2021). Direct Instructions to Teach Students in a Comprehensive Transition Program how to Utilize Text-to-Speech Software Effectively. Journal of Inclusive Postsecondary Education, 3(1). https://doi.org/10.13021/jipe.2021.2871