Text-to-speech technology : investigating its effectiveness in the development of reading skills of learners with dyslexia

Abstract

This dissertation mainly aims to investigate the effectiveness of a Text-ToSpeech (TTS) software in the development of the reading skills of learners with dyslexia. For the purpose of this case study, a sample of 12 learners with dyslexia in Year 5 and Year 6 were consulted. These learners were equally divided into two groups, the intervention group and the control group. Both groups were assessed by two standardised tests, a prose-reading test called Neale Analysis of Reading Ability - 2nd Edition (NARA-II) and a single-word reading test called Graded Word Reading Test (GWRT). The intervention group took part in the intervention programme which was implemented over a period of 10 weeks. During this period, the intervention group made regular use of a TTS software to read dyslexia-friendly books which were purposely transformed in a digitised form. On completion of the intervention programme, both groups were re-assessed by the two respective standardised tests. The results of these standardised tests, namely the pre-test and post-test, were then analysed and various findings were concluded. One notable finding which emerged when comparing the pre-tests and the post-tests, was that the intervention group performed better than the control group. The former group managed to balance their reading abilities profile, whilst the control group showed little improvement in their reading abilities profile which remained unbalanced. In essence, from this dissertation it was found that the Text-ToSpeech software was in actual fact effective to better develop the reading skills of learners with dyslexia.