SS Journal Article 3 EDUC 524

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1 Running head: JOURNAL ARTICLE REVIEW 3 Journal Article Review 3: Students with Reading disabilities Sasha Santos EDUC 524 Liberty University April, 18, 2019

2 Running head: JOURNAL ARTICLE REVIEW 3 Journal Article Review: Students with Reading disabilities Article Summary Wood and authors explored the gap on whether or not the Read-aloud software, including text-to-speech for individuals with reading comprehension disabilities is effective. Reading com- prehension is defined as the ability to construct meaning from text is a crucial ability to need when in school (Wood, Moxley, Tighe, & Wagner, 2018). When students for instance get diag- nosed with a reading disability such as dyslexia, reading comprehension can be a difficult, frus- trating task to complete in and outside of school. This disability can effect any part of their wak- ing life, especially in school, because there is reading in every subject. The article addresses deeper reasons as to why students may have reading disabilities, because they may have diffi- culty decoding written text; although others can argue that notion. Having the Read-aloud soft- ware removes that notion, because students will no longer have to decode text but rather have the reading material read aloud for them which better improves their comprehension in written text format. “The text-to-speech and related tools to help students with reading disabilities, is paired either with a synthesized computer or human recording of that same text” (Wood, Moxley, Tighe, & Wagner, 2018). Having books on audio also proves the claim that aside from a more traditional way to comprehend and read a book, this form of reading can make individuals with dyslexia be able to comprehend a story with the absence of feeling frustrated, decoding difficulty or fluency while reading. Furthermore, students with reading difficulties, find difficulty in suc- ceeding in school due to the lack of support or services being offered in schools to help these stu- dents in the classroom. A way to better address this major concern for these individuals is to have a teacher present reading material along with an audio version or orally paired with a tradi-

3 Running head: JOURNAL ARTICLE REVIEW 3 tional reading format which can potentially help students with reading disabilities comprehend written texts without having to decode the reading material (Wood et al., 2018). Presently, there are many forms of technology that can be used to help students with reading disabilities better their reading comprehension. The forms of technology include text-to- speech, reading pens, and audiobooks (Wood et al., 2018). Sadly, there has been mixed reviews and findings on the effectiveness of these technologies used for individuals with reading disabili- ties. As a result of those mixed findings, a meta-analysis was conducted and given to see what the effects of text-to-speech and related tools are for oral presentation of material on reading comprehension for students with reading disabilities (Wood et al., 2018).The meta-analysis and findings of this study and the overall effects of technology for oral presentation concluded that the use of text-to-speech does in fact help the reading comprehension ability for individuals with reading disabilities. Studies, findings and research on the effectiveness of text-to-speech and re- lated read-aloud tools on reading comprehension is increasing, although more research needs to be done to find more software and tools to better help individuals with reading disabilities (Wood et al., 2018). By conducting more studies like this one on the effectiveness of text-to- speech and read-aloud tools, researchers might come explore findings on how students are using, interacting with these tools and software and how students feel about these tools and software (Wood et al., 2018). Personal Reflection As an educator, if my students’ pose a disability, I want to be able to notice the disability and quickly explore different methods to help and support them; so that they could have equal opportunity in my classroom to learn and comprehend material. This article has given me a deeper understanding of how difficult it can be for students with reading disabilities to be able to

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4 Running head: JOURNAL ARTICLE REVIEW 3 grasp reading comprehension and the different methods and tools out there to help these strug- gling individuals. Understanding that there are tools, software and overall different technologies to possibly help students with disabilities and even if the tools don’t work, they are definitely worth the use to find out. If in the future, I have a student or students that show signs of reading disabilities, I will think of the different technologies this article brought up and will utilize the text-to-speech technology as well as the other read-aloud tools. Having the findings from this ar- ticle, show a positive impact for individuals with reading comprehension difficulties, due to their use of tools and technologies to help them in the classroom. It further deepens my reasoning for wanting to incorporate these tools in my classroom, if any of my students show signs of having reading comprehension difficulty. Personal Reaction Throughout the article, the authors made several points that I agreed with. Understanding that reading comprehension is a critical value for students during their educational years. Having tailored a solution to this problem will better make for future success stories in students in the classroom. Another factor brought up in the article that I favored, was that there are many alter- natives, options and technologies out there to help accommodate students with reading disabili- ties in the classroom. Educators need to explore the diverse forms of technologies out there to help support their students be successful in their classroom and reach their full potential. Reference

5 Running head: JOURNAL ARTICLE REVIEW 3 Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51 (1), 73- 84. https:// doi.org/10.1177/0022219416688170

SS Journal Article 3 EDUC 524

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