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Journal of Arts, Society, and Education Studies

Volume 6, 2024 - Issue 2

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Effect of Text-to-Speech Tools on the Reading Comprehension of Students with Dyslexia

by Limin Song 1  and  Rongjian Mao 1,*
1
Beijing Union University, School of Special Education
*
Author to whom correspondence should be addressed.
JASES  2024 6(2):184; https://doi.org/10.69610/j.ases.20240723
Received: 12 June 2024 / Accepted: 18 July 2024 / Published Online: 23 July 2024
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Abstract

Dyslexia is a neurodevelopmental disease, and there is no way to overcome it. The application of auxiliary technology in teaching can reduce the influence of dyslexia on students, such as the wide application of the use of text-to-speech (TTS) technology, which can help students better understand written materials to a certain extent. However, as an auxiliary tool, its application may also bring some negative effects, such as students' distraction. Therefore, the effectiveness of text-to-speech tools application still needs to be further explored. In this study, through the exploration of common tools, theories and development principles of text-to-speech technology, the relevant studies were reviewed to explore whether text-to-speech tools can improve the reading comprehension of students with dyslexia. The results found that text-to-speech technology may help students' reading comprehension, but more research is needed to further explore the extent to which reading comprehension can be achieved.

Keywords: Dyslexia; Text-to-Speech Tools; Reading Comprehension;
Copyright: © 2024 by Song and Mao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (Creative Commons Attribution 4.0 International License). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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ACS Style
Song, L.; Mao, R. Effect of Text-to-Speech Tools on the Reading Comprehension of Students with Dyslexia. Journal of Arts, Society, and Education Studies, 2024, 6, 184. doi:10.69610/j.ases.20240723
AMA Style
Song L, Mao R. Effect of Text-to-Speech Tools on the Reading Comprehension of Students with Dyslexia. Journal of Arts, Society, and Education Studies; 2024, 6(2):184. doi:10.69610/j.ases.20240723
Chicago/Turabian Style
Song, Limin; Mao, Rongjian 2024. "Effect of Text-to-Speech Tools on the Reading Comprehension of Students with Dyslexia" Journal of Arts, Society, and Education Studies 6, no.2:184. doi:10.69610/j.ases.20240723

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