Text-to-Speech Technology as Inclusive Reading Practice: Changing Perspectives, Overcoming Barriers

  • Michelann Parr Schulich School of Education

Abstract

Many students struggle to read well enough to support learning in various areas of the curriculum. Drawing on an eight-month inquiry, with 28 grade five students, this article discusses text-to-speech technology as an inclusive reading practice that allows students entry into their literacy communities, access to a variety of texts, and enhanced meaning making. It seeks to illuminate concerns and questions teachers, students, and parents might have with regard to the use of text-to-speech technology.

Published
2013-06-02
How to Cite
PARR, Michelann. Text-to-Speech Technology as Inclusive Reading Practice: Changing Perspectives, Overcoming Barriers. LEARNing Landscapes, [S.l.], v. 6, n. 2, p. 303-322, june 2013. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Text-to-Speech-Technology-as-Inclusive-Reading-Practie-Changin-Perspectives%2C-Overcoming-Barriers>. Date accessed: 22 apr. 2018.