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    TTS (text-to-speech) software reads text aloud and has been shown to help students with reading disabilities like dyslexia or more general learning disabilities by allowing them to comprehend written material without the frustration of struggling to read it themselves. Different TTS programs are available, with pros being assistance for those with disabilities and natural sounding voices, though cons can include unnatural voices or issues with special characters. TTS software is presented as a tool that can be useful in special education classrooms.

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    Assign 7 Edu 1

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    TTS (text-to-speech) software reads text aloud and has been shown to help students with reading disabilities like dyslexia or more general learning disabilities by allowing them to comprehend written material without the frustration of struggling to read it themselves. Different TTS programs are available, with pros being assistance for those with disabilities and natural sounding voices, though cons can include unnatural voices or issues with special characters. TTS software is presented as a tool that can be useful in special education classrooms.

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    TTS (text-to-speech) software reads text aloud and has been shown to help students with reading disabilities like dyslexia or more general learning disabilities by allowing them to comprehend written material without the frustration of struggling to read it themselves. Different TTS programs are available, with pros being assistance for those with disabilities and natural sounding voices, though cons can include unnatural voices or issues with special characters. TTS software is presented as a tool that can be useful in special education classrooms.

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    25 views8 pages

    Assign 7 Edu 1

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    api-498575306
    TTS (text-to-speech) software reads text aloud and has been shown to help students with reading disabilities like dyslexia or more general learning disabilities by allowing them to comprehend written material without the frustration of struggling to read it themselves. Different TTS programs are available, with pros being assistance for those with disabilities and natural sounding voices, though cons can include unnatural voices or issues with special characters. TTS software is presented as a tool that can be useful in special education classrooms.

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    of 8

    TTS Software in

    SPED
    Gia Madonna

    Mrs. Flowers

    EDU 214
    What is TTS Software?
    • TTS stands for "Text-to-speech." As suggested in the name, it scans a
    document/website/ whatever you're trying to read and reads it out loud for
    you instead. Many advances have been made over the years and TTS is now
    more realistic and lifelike than ever. 
    How Can it be Used in a
    SPED Classroom?
    • TTS software is great for students with reading disabilities such as dyslexia.
    There has also been a high success rate with people who have ADHD, Autism,
    and just general learning disabilities. It allows for higher comprehension
    without discouragement/frustration from not being able to focus
    on/understand the nature of words. 
    Intel Reader

    Different Kurzweil 3000


    TTS
    Programs
    Ivona

    Zabaware

    TextSpeech Pro
    Using TTS Software in the Classroom

    Pros Cons
    • Assists people with disabilities • Sometimes voices don't sound overly
    natural
    • Natural human sounding voices
    • Processing can mess up on special
    • Easy to use with intuitive controls
    characters such as dashes
    • Can help improve writing, listening, and
    • Needs access to WiFi for most cases
    comprehension skills
    More About TTS

    •https://www.understood.org/en/school-l
    earning/assistive-technology/assistive-t
    echnologies-basics/text-to-speech-tech
    nology-what-it-is-and-how-it-works
    TTS
    Software
    Examples
    Source Reference
    • Park, Hye Jin, et al. “Effects of Text-to-Speech
    Software Use on the Reading Proficiency of High
    School Struggling Readers.” Allied Health, 10 May
    2017. EBSCO Host,
    doi:http://dx.doi.org.ezproxy.library.csn.edu/10.108
    0/10400435.2016.1171808 .

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