Self-Management

Self-management articles use AT to support students with disabilities in independent task completion and independent living skills.

Supported e-text: Effects of text-to-speech on access and achievement for high school students with disabilities

Aug 9, 2013, 08:50 AM
Izzo, M. V., Urick, A., & McArrell, B. (2009). Supported e-text: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24(3), 9-20.

Characteristics

  • Seven high school students with disabilities (i.e., autism, cognitive disabilities, a traumatic brain injury, a learning disability, and an emotional disorder) participated in the study.
  • This study evaluated the effectiveness of a text-to-speech tool embedded in an online transition education program on the achievement of high school students with disabilities.
  • Participants were independently working on the EnvisionIT curriculum, which was developed to help students explore career options, complete transition-related assessments, develop postsecondary goals, and develop self-directed transition plans.
  • The CLICK, Speak text-to-speech program was used by students as they navigated the EnvisionIT program during intervention sessions so that all text was read orally to them.

Setting

  • This study was conducted in the students’ resource room at a high school located in the U.S.

Method

  • Students’ general reading comprehension level was measured before and after the intervention in order to obtain their general reading comprehension levels.
  • In addition, students completed one EnvisionIT reading comprehension quiz for each unit and two other quizzes prior to the end of each unit.
  • A reversal design was used so that students used the EnvisionIT program without CLICK, Speak during the baseline phases and with CLICK, Speak during intervention phases.
  • Generally, students completed 3 sequential units without CLICK, Speak and completed the next 3 units with CLICK, Speak, with each student completing a total of 10 units.

Results

  • Five out of 7 students demonstrated improved performance on unit quizzes during text-to-speech conditions, and all students demonstrated substantial improvements during text-to-speech conditions on unit reading comprehension quizzes.
  • In general, the use of CLICK, Speak improved students’ comprehension of online reading material.
Categories:
  • Transition Planning
Tags:

Transition Planning

Computer Assisted Instruction

Supported e-text: Effects of text-to-speech on access and achievement for high school students with disabilities

Aug 9, 2013, 08:50 AM
Izzo, M. V., Urick, A., & McArrell, B. (2009). Supported e-text: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24(3), 9-20.

Characteristics

  • Seven high school students with disabilities (i.e., autism, cognitive disabilities, a traumatic brain injury, a learning disability, and an emotional disorder) participated in the study.
  • This study evaluated the effectiveness of a text-to-speech tool embedded in an online transition education program on the achievement of high school students with disabilities.
  • Participants were independently working on the EnvisionIT curriculum, which was developed to help students explore career options, complete transition-related assessments, develop postsecondary goals, and develop self-directed transition plans.
  • The CLICK, Speak text-to-speech program was used by students as they navigated the EnvisionIT program during intervention sessions so that all text was read orally to them.

Setting

  • This study was conducted in the students’ resource room at a high school located in the U.S.

Method

  • Students’ general reading comprehension level was measured before and after the intervention in order to obtain their general reading comprehension levels.
  • In addition, students completed one EnvisionIT reading comprehension quiz for each unit and two other quizzes prior to the end of each unit.
  • A reversal design was used so that students used the EnvisionIT program without CLICK, Speak during the baseline phases and with CLICK, Speak during intervention phases.
  • Generally, students completed 3 sequential units without CLICK, Speak and completed the next 3 units with CLICK, Speak, with each student completing a total of 10 units.

Results

  • Five out of 7 students demonstrated improved performance on unit quizzes during text-to-speech conditions, and all students demonstrated substantial improvements during text-to-speech conditions on unit reading comprehension quizzes.
  • In general, the use of CLICK, Speak improved students’ comprehension of online reading material.
Categories:
  • Transition Planning
Tags:

Life Skills

Computer Assisted Instruction

Supported e-text: Effects of text-to-speech on access and achievement for high school students with disabilities

Aug 9, 2013, 08:50 AM
Izzo, M. V., Urick, A., & McArrell, B. (2009). Supported e-text: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24(3), 9-20.

Characteristics

  • Seven high school students with disabilities (i.e., autism, cognitive disabilities, a traumatic brain injury, a learning disability, and an emotional disorder) participated in the study.
  • This study evaluated the effectiveness of a text-to-speech tool embedded in an online transition education program on the achievement of high school students with disabilities.
  • Participants were independently working on the EnvisionIT curriculum, which was developed to help students explore career options, complete transition-related assessments, develop postsecondary goals, and develop self-directed transition plans.
  • The CLICK, Speak text-to-speech program was used by students as they navigated the EnvisionIT program during intervention sessions so that all text was read orally to them.

Setting

  • This study was conducted in the students’ resource room at a high school located in the U.S.

Method

  • Students’ general reading comprehension level was measured before and after the intervention in order to obtain their general reading comprehension levels.
  • In addition, students completed one EnvisionIT reading comprehension quiz for each unit and two other quizzes prior to the end of each unit.
  • A reversal design was used so that students used the EnvisionIT program without CLICK, Speak during the baseline phases and with CLICK, Speak during intervention phases.
  • Generally, students completed 3 sequential units without CLICK, Speak and completed the next 3 units with CLICK, Speak, with each student completing a total of 10 units.

Results

  • Five out of 7 students demonstrated improved performance on unit quizzes during text-to-speech conditions, and all students demonstrated substantial improvements during text-to-speech conditions on unit reading comprehension quizzes.
  • In general, the use of CLICK, Speak improved students’ comprehension of online reading material.
Categories:
  • Transition Planning
Tags: