Author: William Eric DahlemPublisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 166
Book Description
The Effects of Supplemental Auditory Information on the Reading Comprehension Performance of Learning Disabled, High School Students
Author: William Eric DahlemPublisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 166
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 860
Book Description
Linguistics and Language Behavior Abstracts
Author: Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 430
Book Description
The Remedial Effects of Auditory Processing to Improve Reading Skills in Learning Disabled Students
Author: Carlos Ulysses SaucedoPublisher:
ISBN:
Category : Auditory perception
Languages : en
Pages : 130
Book Description
Comprehensive Dissertation Index
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 862
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
The Effect of Prior Knowledge on the Reading Comprehension of Learning Disabled Students
Author: Vicki E. SniderThe Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities
Author: Mary Cece YoungPublisher:
ISBN: 9780355075014
Category :
Languages : en
Pages : 139
Book Description
In this study, I implemented the use of technology to investigate the effectiveness of text-to-speech (TTS) on the reading comprehension of students with learning disabilities (LD). In a freshman self-contained classroom, I used the classroom-based text and TTS on four participants during a 48-min English class period for 16 weeks. An A-B-A-B withdrawal design evaluated the effectiveness of TTS on reading comprehension, the dependent variable, measured through accuracy of participants' responses to reading comprehension questions from curriculum-based measures (CBMs). Following intervention, I assessed maintenance of the effect of TTS on reading comprehension for 4 weeks. Additionally, I measured participants' perspectives on the use of TTS when reading using a researcher-developed social validation survey. After visual analysis of the data, results showed a functional relation between the independent variable and participants' increased reading comprehension accuracy as measured by CBMs. Three out of four participants scored higher on reading comprehension using TTS as the intervention when reading instructional passages. Results on participants' oral reading fluency (ORF) also indicated an increased level of words read per min at the end of each condition. Comparison of pre- and posttest achievement on the universal screener (i.e., Lexile) showed that two of four participants increased their reading scores. Maintenance results showed continued increase in reading comprehension accuracy on CBMs with TTS compared to baseline performance. Social validation questionnaires revealed participants enjoyed using TTS to acquire information from literature. Lastly, major findings are discussed with implications for practice and recommendations for future research needed to increase the use of TTS in the classroom.
Author: 
Author: M. David Rowe