uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The Compensatory Effect of Text-to-Speech Technology on Reading Comprehension and Reading Rate in Swedish Schoolchildren With Reading Disability: The Moderating Effect of Inattention and Hyperactivity Symptoms Differs by Grade Groups
Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Neuroscience. (Logopedi)
Karolinska Institutet. (Clintec)
Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Neuroscience. Center for Neurodevelopmental Disorders at Karolinska Institutet. (Logopedi)
2017 (English)In: Journal of Special Needs Education Technology, ISSN 0162-6434Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was (i) to investigate if the compensatory effect of text-to-speech (TTS) technology on reading comprehension and reading rate in schoolchildren with reading disability is influenced by problems with inattention and hyperactivity and (ii) to examine whether a potentially moderating effect of such symptoms differ between grade groups. Participants (N = 49) were randomized into one of the two experimental conditions: Group A listened to a text with TTS, and Group B read the text themselves. The conditions were then switched. Inattention and hyperactivity symptoms were assessed with the Strengths and Difficulties Questionnaire (SDQ). Statistical analyses were performed both on the whole group and within-grade groups (Grades 3–5 and 6–9). Using TTS technology had a positive effect on reading rate for both grade groups, and this effect was not influenced by attention-deficit/hyperactivity disorder (ADHD) symptoms. As for reading comprehension, the two groups differed both with respect to the amount of improvement seen in the TTS condition and with respect to the moderating effect of ADHD symptoms. Reading with TTS improved reading comprehension significantly in the younger group, whereas no effect on reading comprehension was found in the older group. A higher score on the SDQ ADHD Scale was associated with less improvement in reading comprehension in the younger group and with greater improvement in reading comprehension in the older group. The results indicate that symptoms of inattention and hyperactivity, as well as the child’s grade level, are factors that should be taken into account when planning and introducing TTS technology.

Place, publisher, year, edition, pages
2017.
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:uu:diva-337975OAI: oai:DiVA.org:uu-337975DiVA: diva2:1171246
Available from: 2018-01-06 Created: 2018-01-06 Last updated: 2018-01-06

Open Access in DiVA

No full text

By organisation
Department of Neuroscience
Medical and Health Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 2 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf