Text-to-Speech Technology and Math Performance
A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers
Bibliographic Data
| ID | 9733142 |
|---|---|
| Authors | Xin Wei (0000-0003-0976-3381, Digital Promise Global, Washington, D.C, corresponding author) |
| Year | 2024 |
| Volume | 53 |
| Issue | 5 |
| Pages | 285-295 |
| Publication date | 2024-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x241232995 |
| OpenAlex | W4392286138 |
| Language | EN |
| Citations received | 4 |
| References cited | 17 |
This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving
Ell · English language · English-language learner · Mathematics education · Special education · Teaching method · Disability Education and Employment · Hearing Impairment and Communication · Psychology · Reading and Literacy Development
Identifying student profiles in a digital mental rotation task
Did mathematics achievement gaps for students with disabilities widen after the introduction of the Common Core and its aligned assessments
Examining Associations Between Accommodation Types and Student Outcomes
Exploring Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities
Chatbots applications in education
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Text‐to‐speech applications to reduce mind wandering in students with dyslexia
Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities
The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |