EFFECT OF TEXT-TO-SPEECH AND HUMAN READER ON LISTENING COMPREHENSION FOR STUDENTS WITH LEARNING DISABILITIES

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dc.contributor.advisorCULLEN, THERESA
dc.contributor.authorBRUNOW, DAVID
dc.contributor.committeeMemberWILLIAMS-DIEHM, KENDRA
dc.contributor.committeeMemberHENNESSEY, MAEGHAN
dc.contributor.committeeMemberCROWSON, H. MICHAEL
dc.contributor.committeeMemberMACKEY, HOLLIE
dc.date.accessioned2018-12-13T20:50:44Z
dc.date.available2018-12-13T20:50:44Z
dc.date.issued2018
dc.date.manuscript2018
dc.description.abstractStudents with learning disabilities in reading often have difficulty with comprehension. In this study, four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension using an alternate treatment design to determine the effect of two treatments (a) text-to-speech, and (b) human reader on listening comprehension using text excerpts and multiple-choice listening comprehension quizzes from Harper Lee's novel To Kill a Mockingbird. Results, although mixed, found that mean scores for listening comprehension were greater during the human reader treatment. Implications and conclusions of this study revealed that text-to-speech may benefit students with learning disabilities who struggle with reading and comprehension when used as a supplement to explicit teacher instruction, however, the text-to-speech was not as effective as a human reader on listening comprehension for students with learning disabilities.en_US
dc.identifier.urihttps://hdl.handle.net/11244/316759
dc.subjectEducation, Special.en_US
dc.subjectLEARNING DISABILITIESen_US
dc.subjectTEXT-TO-SPEECHen_US
dc.subjectASSISTIVE TECHNOLOGYen_US
dc.thesis.degreePh.D.en_US
dc.titleEFFECT OF TEXT-TO-SPEECH AND HUMAN READER ON LISTENING COMPREHENSION FOR STUDENTS WITH LEARNING DISABILITIESen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychologyen_US

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