Text-to-speech technology: Enhancing reading comprehension for students with reading difficulty

The aim of this study was to investigate the impact of text-to-speech (TTS) without highlighting, with highlighting, and with increased highlighting rate, on the reading comprehension of children with reading difficulties. Participants read six expository passages under the following conditions: (a) Silent Reading, (b) Reading Aloud, (c) Listening Only, (d) reading with the use of TTS with No Highlighting, (e) reading with the use of TTS with Highlighting and (f) reading with the use of TTS at a Rapid Rate with Highlighting. They answered comprehension questions following each condition. Data were analyzed using a two-tailed paired t-test and a one-way ANOVA. Reading comprehension was significantly higher for the TTS versus No TTS condition. There was no difference in the presentational features. Comprehension scores for TTS with No Highlighting positively correlated with processing speed; Listen Only negatively correlated with read aloud speed. TTS is a useful compensatory reading aid for improving comprehension.