2024 Practitioners' Summit
TASN Infinitec �High Quality Instruction Inclusive Learning Environments
Text to Speech Mini Video Series
Our Websites
Recorded Summit Will Be Available Here
MyInfinitec.org
ksdetasn.org/ile
Contact Information
Janet Peters, jpeters@ucpnet.org
Shonda Anderson, sanderson@ucpnet.org
Beth Zillenger, bzillinger@ucpnet.org
Paige Buckingham, pbuckingham@ucpsinfinitec.org
TTS mini video series
Christina Kerr, MS, OTR/L
Occupational Therapist & Assistive Technology Facilitator
USD 266- Maize, KS
Kansas Infinitec Cadre Member
What, Why & Who
TTS mini video series
What is Text to Speech?
The National Center of Accessible Educational Materials (AEM)5 defines Text To Speech (TTS) as:
An artificial production of human speech, using special software and/or hardware which reads digital text aloud.
Available Features to Support Reading:
Text to Speech can help build independence!
Why should you consider TTS?
Graduation Rate...
Postsecondary Education
Source: Bouck, Maeda, Flanagan, 2012
What does the Research say
about TTS?
Text to Speech can help:
Stodden, Roberts, Takahishi, Park (2012)
What does the Research say about TTS?
Several studies show that the use of TTS increases reading comprehension and reading rate.
Young, Courtad, Douglas & Chung, 2019, Moorman, Book, Keller-Bll, Stagliana, & Jeffs, 2010; Gruner Ostberg, & Hedenius, 2017;
Perelmutter, McGregor, & Gordon, 2017; and Wood, Moxley, Tighe & wagner 2017.
When using TTS, students accessed twice as much text within the same amount of time. Teachers also reported improved academic performance, better on-task behavior, and more engagement
Hodapp, J.B. & Rachow, C. (2010)
Does Text to Speech improve reading skills even when students are not using it?
Students experienced significant increase in both reading vocabulary and reading comprehension for those who had used TTS even when they were not actively using it
Park, Takahashi, Roberts, & Delise, 2017
Who might benefit from TTS?
What is UDL? (2019). Elearning Infographics. https://elearninginfographics.com/what-is-udl-universal-design-learning-infographic/
Multiple Means of Representation
Alternatives to Print
Research Compiled by CAST, Checkpoint 1.3
Multiple Means of Representation
Alternatives to Print
Want to Learn more about UDL?
References
Bouck, E. C., Maeda, Y., & Flanagan, S. M. (2012). Assistive technology and students with high-incidence disabilities: Understanding the relationship through the NLTS2. Remedial and Special Education, 33(5), 298-308.
CAST. (2018). Universal design for learning guidelines. Cast. https://udlguidelines.cast.org/
Grunér, S., Östberg, P., & Hedenius, M. (2018). 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. Journal of Special Education Technology, 33(2), 98-110.
Hodapp, J. B., & Rachow, C. (2010). Measure It, Monitor It: Tools for Monitoring Implementation of Text-to-Speech Software. In Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives (pp. 220-238). IGI Global.
Moorman, A., Boon, R.T., Keller-Bell, Y., Stagliano, C., & Jeffs, T. (2010). Effects of text-to-speech software on the reading rate and comprehension skills of high school students with specific learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 16(1), 41-49.
References
Park, H. J., Takahashi, K., Roberts, K. D., & Delise, D. (2017). Effects of text-to-speech software use on the reading proficiency of high school struggling readers. Assistive Technology, 29(3), 146-152.
Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & education, 114, 139-163.
Stodden, R. A., Roberts, K. D., Takahashi, K., Park, H. J., & Stodden, N. J. (2012). Use of text-to-speech software to improve reading skills of high school struggling readers. Procedia Computer Science, 14, 359-362.
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of learning disabilities, 51(1), 73-84.
Young, M. C., Courtad, C. A., Douglas, K. H., & Chung, Y. C. (2019). The effects of text-to-speech on reading outcomes for secondary students with learning disabilities. Journal of Special Education Technology, 34(2), 80-91.
2. Considering Text-to-Speech:
SETting the stage for tool selection
2024 Practitioners' Summit
TASN Infinitec �High Quality Instruction Inclusive Learning Environments
Our Websites
Recorded Summit Will Be Available Here
MyInfinitec.org
ksdetasn.org/ile
Contact Information
Janet Peters, jpeters@ucpnet.org
Shonda Anderson, sanderson@ucpnet.org
Beth Zillenger, bzillinger@ucpnet.org
Paige Buckingham, pbuckingham@ucpsinfinitec.org
Christina Kerr, MS, OTR/L
Occupational Therapist & Assistive Technology Facilitator
USD 266- Maize, KS
Kansas Infinitec Cadre Member
TTS mini video series
SETT FRAMEWORK
Zabala 2005, www.joyzabala.com
A process to help IEP teams gather information and make collaborative decisions about AT.
It helps teams organize their thoughts, observations and experiences to build a common understanding of the students needs and possible solutions to help support the student.
The person who is the central focus of the process.
The customary environments
in which the person is (or can be) expected to learn
The specific things that the person needs or wants to be able to do to reach expectations.
Everything that is needed
by the student to
accomplish the tasks in the
places where they need to
be done so that progress is
achieved
Zabala 2005, joyzabala.com
Don’t start with the technology!
When you start with technology, it’s a solution looking for a problem.
Focus on the TASK!
Christopher Dede - Professor (Learning Technologies) Harvard Graduate School of Education
“It is almost impossible to talk about one without mentioning the others.”
Image: SETT Framework. (n.d.). https://assistedtechnology.weebly.com/sett-framework.html
Student
Environment
Tasks
What SPECIFIC tasks are required for active involvement in identified environments? |
|
Tools
Whatever is needed by the student and others for the student to do the tasks in the environments in order to meet expectations |
|
Let’s Practice using the SETT!
Example- Kevin, 5th Grader
Student | Environment | Task | Tool |
- Independent reading level- 2nd grade - Comprehends text read aloud- 5th grade reading level - Handwriting is legible - Able to write simple sentences with 3-4 words. - Attempts to spell phonetically, but becomes easily frustrated -Gives verbal responses that are longer than what he writes - Does well in social studies and science when he can give verbal responses and has text read aloud | -5th grade general education classroom for science, social studies, math and electives -special education classroom for ELA -1 to 1 chromebooks - General & Special education teachers both have google classrooms that they use -SPED department has access to Read&Write & Orbitnote licenses | Student needs to be able to independently read classroom assignments and independently answer questions -District has access to science and social studies textbooks online. -Most science and social studies workbooks and worksheets are online in an accessible format -Some worksheets are paper based and no digital copy is currently available. | Features student needs: -Text to Speech -Speech to Text - Word Prediction - Annotation on worksheet - Integration with Google Classroom -OCR scanning -Team would like to trial Read&Write & Orbitnote -SPED teacher will introduce and teach student how to use different features of the tool -Student will use access digital copy of science and social studies textbook using R&W -Gen Ed Teacher will put workbook pages and other materials on google classroom so Orbitnote can be used to complete them |
AT vs UDL
Assistive Technology
Focuses on providing access for ONE particular student or group with a
disability
Universal Design for Learning
Focused on providing access to the general education curriculum for ALL students regardless of ability
Makes the environment accessible to individuals with diverse and varying
needs
UDL looks to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
What is UDL? (2019). Elearning Infographics. https://elearninginfographics.com/what-is-udl-universal-design-learning-infographic/
Considering Text to Speech as a UDL Tool:
Universal Design for Learning. (2021). KNILT. https://knilt.arcc.albany.edu/Universal_Design_for_Learning
Using the SETT Framework to Create UDL Environments
The Students
Who are the students? What diverse strengths and challenges do they bring to learning?
The Environments
In which environments will they learn and grow?
The Tasks
The specific tasks will the students needs to be able to do or learn to do to reach expectations and make educational progress
The Tools
What tools and strategies could be used to provide multiple means of engagement, representation and action & expression
(The Sett Framework, 2010)
References
CAST. (2018). Universal design for learning guidelines. Cast. https://udlguidelines.cast.org/
The SETT Framework: Straight from the Horse’s Mouth. (2010). [Slide show]. Joy Zabala. https://www.joyzabala.com/links-resources
Using the SETT Framework to Level the Learning Field for Students with Disabilities. (2005). [Slide show]. https://www.joyzabala.com/links-resources
3. Using the UPAR/PAR to Gather Data to Consider Text-to-Speech for Students
2024 Practitioners' Summit
TASN Infinitec �High Quality Instruction Inclusive Learning Environments
Our Websites
Recorded Summit Will Be Available Here
MyInfinitec.org
ksdetasn.org/ile
Contact Information
Janet Peters, jpeters@ucpnet.org
Shonda Anderson, sanderson@ucpnet.org
Beth Zillenger, bzillinger@ucpnet.org
Paige Buckingham, pbuckingham@ucpsinfinitec.org
Christina Kerr, MS, OTR/L
Occupational Therapist & Assistive Technology Facilitator
USD 266- Maize, KS
Kansas Infinitec Cadre Member
TTS mini video series
What is the
uPAR & PAR?
What does the uPAR & PAR access?
uPAR
PAR
Decoste & Wilson, 2014
What does the uPAR & PAR Access?
Why Administer the uPAR?
“Relying on subjective judgment, teachers are no better than chance at determining whether a student needs a read aloud accommodation.”
(Fuchs & Fuchs, 2001; Helwig & Tindal, 2003)
uPAR | PAR |
Web Based | Paper and/or Computer |
Paid | Free |
Has student listen to text read by a text to speech reader and independently read a passage. | Has student listen to text read by a text to speech reader and human reader. Then independently read a passage. |
Multiple choice questions that are read aloud by computer | Not multiple choice questions Questions are read aloud by examiner |
Typically takes 20-30 minutes to complete | More time intense |
Can give to a group of students all at once | Typically done with one student at a time |
No prep, student will just need to be added to license | Materials will need to be organized & prepped ahead of time. |
Limited customizations | Different text to speech tools and features can be trialed |
Program checks answers and creates data charts | Examiner checks answers and has to put data into charts |
What Does the uPAR Look Like?
What does the PAR look like?
Likert Scale
How to Interpret Results
Listening to passage & questions read aloud w/ TTS
Independently reads passage & questions read aloud w/ TTS
Slow reading fluency
Text to Speech- to be able to keep up with peers
& leveled text
7th grade student, teacher knew she struggled to still comprehend grade level text when it was read aloud and knew her comprehension was closer to 5th grade level.
5th grade student, teacher thought he only could comprehend 1st grade level text.
Data showed he could comprehend text at a higher level when using text to speech.
Always compare independent reading to fastbridge scores. This data is sometimes inaccurate when students have good background knowledge on passage topic because questions are read aloud.
Fastbridge scores show he comprehends text at a 5th grade level when he independently reads
PAR Data
Grade level | Oral Read with Text | Human Read with Text | Digital Text Reader | |
5 | 75% | 100% | 100% (Immersive Reader Extension) | |
4 | 50% | 88% | 88% (ClaroRead Extension) | |
3 | 63% | |
| |
PAR Data
PAR Data
Text-to-Speech Checklist for State Assessments
uPAR or PAR results are needed for the TTS checklist
Check out this recorded webinar to learn more about the TTS application process: https://ksdetasn.org/resources/3153
Add state assessment links
Additional Resources:
References
DeCoste, Denise, and Linda B. Wilson. Protocol for Accommodations in Reading. 2nd Edition. 04/2014. Volo: Don Johnston Incorporated, 2014. eBook. donjohnston.com/par
Fuchs, L. S., & Fuchs, D. (2001). Principles for the prevention and intervention of mathematics difficulties. Learning Disabilities Research & Practice, 16(2), 85-95.
Helwig, R., & Tindal, G. (2003). An experimental analysis of accommodation decisions on large-scale mathematics tests. Exceptional Children, 69(2), 211-225.
4. Selecting text-to-speech tools to meet your student’s needs
2024 Practitioners' Summit
TASN Infinitec �High Quality Instruction Inclusive Learning Environments
Our Websites
Recorded Summit Will Be Available Here
MyInfinitec.org
ksdetasn.org/ile
Contact Information
Janet Peters, jpeters@ucpnet.org
Shonda Anderson, sanderson@ucpnet.org
Beth Zillenger, bzillinger@ucpnet.org
Paige Buckingham, pbuckingham@ucpsinfinitec.org
Christina Kerr, MS, OTR/L
Occupational Therapist & Assistive Technology Facilitator
USD 266- Maize, KS
Kansas Infinitec Cadre Member
TTS mini video series
What are the student's strengths & needs?
Magnify it
Magnify it
Magnify it
Magnify it
Magnify it Magnify it
Change font color/background color
Change font type
Screen Masking
Voice & Language
Reduce the Text Complexity
Dictionary
Want to learn more about the importance of customizing read aloud features?
What TASKS do the student need text to speech for?
Does the student also need support for writing when completing assignments?
What Device will the student be using?
Online Curriculum Access
Accessible
vs Inaccessible Text
Optical Character Recognition (OCR). It is technology that recognizes text within a digital image.
Accessible
vs Inaccessible Text
OCR Software
Technology that recognizes text within a digital image. It is commonly used to recognize text in scanned documents and images. OCR software can be used to convert a physical paper document, or an image into an accessible electronic version with text.
Adobe Scan
Select to speak on Chromebook
Text to Speech on Apple Products
Immersive Reader
Read&Write
Free
Paid
Orbitnote
Free
Paid Orbitnote with Read&Write
Snap&Read
Chromebook:
iPAD:
Kami
Bookshare
Web Browser
App
Epic
Free to Teachers- only available to for student to use on weekdays between 7am-3pm
https://www.getepic.com/educators
Clusive
Tarheel Reader
https://tarheelreader.org/ - soon will be changing names to Monarch Reader
Free
Unite for Literacy
Tumble Books
Free- through many public libraries
Options through your Public Library
Additional Resources
Digital Text Resources Document: created by Kansas Infinitec
Tech Potential: http://www.techpotential.net/attoolbox
UDL Tech Toolkit: https://sites.google.com/view/freeudltechtoolkit/literacy-tools?authuser=0
Diffit Example
5th Grade
2nd Grade
Diffit- https://web.diffit.me/ Text Leveler
Barriers to using Text to Speech Tools
Accessible Educational Materials- AEM
Provisions within the Individuals with
Disabilities Education Improvement Act of 2004 require state and local education agencies to ensure that textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner.
Section 300.172, Final Regulations
of IDEA 2004
Multiple
Means of Representation- UDL
Providing Text to Speech Tools to ALL Students
5. Ideas for Getting Started with TTS
2024 Practitioners' Summit
TASN Infinitec �High Quality Instruction Inclusive Learning Environments
Our Websites
Recorded Summit Will Be Available Here
MyInfinitec.org
ksdetasn.org/ile
Contact Information
Janet Peters, jpeters@ucpnet.org
Shonda Anderson, sanderson@ucpnet.org
Beth Zillenger, bzillinger@ucpnet.org
Paige Buckingham, pbuckingham@ucpsinfinitec.org
Christina Kerr, MS, OTR/L
Occupational Therapist & Assistive Technology Facilitator
USD 266- Maize, KS
Kansas Infinitec Cadre Member
TTS mini video series
What is UDL? (2019). Elearning Infographics. https://elearninginfographics.com/what-is-udl-universal-design-learning-infographic/
UDL vs One Student at a Time
How to Get Started with Using Text to Speech Tools
Teach students how to use to the different features of the tool.
Find opportunities to embed these tools into your daily work.
Stodden, Roberts, Takahishi, Park, & Stodden (2012) found that TTS needs to be used for at least 40 minutes per week for one semester.
Texthelp Learning Academy
Read&Write Slide Decks
Created by Nicole Peters OTR/L, Blue Valley School District
Student Activity Guide for Getting to Know Read & Write
“Text”-Pert Punch Card
**Make a copy of the slides to customize the cards to the tools you use with your students.
Orbitnote Practice Worksheets
Orbitnote Practice Worksheets
EPIC
Snap Explorer
Current Events
Current Events Websites
Reading Vine
Common Lit
NewsELA
It's ok to start small when getting started!
What is a daily/weekly assignment that you already do, that could start using text to speech on now?