Adult ESOL Reading Comprehension And Text-to-speech Software

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Adult ESOL Reading Comprehension And Text-to-speech Software

Show simple item record Drezek, John en_US 2007-08-23T01:55:54Z 2007-08-23T01:55:54Z 2007-08-23T01:55:54Z April 2007 en_US
dc.identifier.other DISS-1661 en_US
dc.description.abstract This study involved ten ESOL adults and examines the extent to which text-to-speech (TTS) software facilitates their reading comprehension. The five treatment participants read fifty, 300-word, non-fiction stories and answered six comprehension questions per passage using TTS software, while five control participants read the same fifty passages and answered the same questions printed on paper. Using a pre- and post-test design, data showed two findings. First, control and treatment groups achieved gains on overall reading comprehension at 26 and 25 respectively, but the gains among question types were not equal. Second, participants in both groups enjoyed the stories and questions prompting some to request additional practice. Such results suggest that the combination of classroom instruction and supplemental activities using TTS software can build reading confidence and motivate students to break reading avoidance behaviors and experience pleasure in reading. en_US
dc.description.sponsorship Ouellette, Mark en_US
dc.language.iso EN en_US
dc.publisher Linguistics en_US
dc.title Adult ESOL Reading Comprehension And Text-to-speech Software en_US
dc.type M.A. en_US
dc.contributor.committeeChair Ouellette, Mark en_US Linguistics en_US Linguistics en_US University of Texas at Arlington en_US masters en_US M.A. en_US
dc.identifier.externalLinkDescription Link to Research Profiles

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