Open AccessText-to-Speech Technology as Inclusive Reading Practice: Changing Perspectives, Overcoming Barriers
Author(s) -
Michelann Parr
Publication year - 2013
Publication title -
learning landscapes
Language(s) - English
Resource type - Journals
ISSN - 1913-5688
DOI - 10.36510/learnland.v6i2.618
Subject(s) - reading (process) , variety (cybernetics) , meaning (existential) , curriculum , literacy , pedagogy , psychology , linguistics , sociology , mathematics education , computer science , artificial intelligence , philosophy , psychotherapist
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.