Text to Speech (TTS)
Text to speech (TTS) converts any word or printed document into spoken voice output.
What do teachers need to know?
Phonemic awareness is the ability to hear and recognize individual phonemes such as c/a/t. Cat has 3 phonemes. Phonological awareness indicates the ability to recognize and hear larger syllables, rimes and onsets such as “what rhymes with “at” and starts with /b/?”. A fluent reader is able to read text through their understanding of the combination of phonemic awareness and phonological awareness which is identified as phonetics (Huang & Liao, 2015). A struggling reader can use TTS by helping to reduce any barriers surrounding phonetics. Students can access the text through correct pronunciations of words.
Depending on the program or App being used, the text most often needs to be in any word, pdf or OCR document to be read accurately.
Depending on the program or App being used, the text most often needs to be in any word, pdf or OCR document to be read accurately.
Students who would particularly benefit.
TTS can make any type of learning activity that requires students to access information housed in text-based material more accessible for a wide range of learners.
- who have a cognitive or learning disability specifically in the area of reading and writing
- with visual impairments
- with pronunciations difficulty
- who struggle with reading or are reading below grade level
- who are hard of hearing
- who struggle with word identification
- with attention difficulties
- who are learning English as a second language
- online students
- in traditional learning environments
- who have a cognitive or learning disability specifically in the area of reading and writing
- with visual impairments
- with pronunciations difficulty
- who struggle with reading or are reading below grade level
- who are hard of hearing
- who struggle with word identification
- with attention difficulties
- who are learning English as a second language
- online students
- in traditional learning environments
Supporting Student Learning
Assistive technologies such as text to speech can enhance the learning for students with all different types of disabilities or for any learner in the traditional learning environment. It can be used to aid learning in different ways.
As Cumming et al (2014) state “Students preferred reading text on the iPad because not only did the book reading app give them instant access to the pronunciation and definitions of unfamiliar words, it also could be paired with a screen reader, allowing students to hear the words as they read them. The size, font, and the colour of the text could be easily altered, allowing for modification for individual student needs. Using the reading application in this manner is a good example of the representation leg of the UDL framework as students can access the text in a manner that is most appropriate for each of their individual learning styles and abilities” (pg. 167).
As Cumming et al (2014) state “Students preferred reading text on the iPad because not only did the book reading app give them instant access to the pronunciation and definitions of unfamiliar words, it also could be paired with a screen reader, allowing students to hear the words as they read them. The size, font, and the colour of the text could be easily altered, allowing for modification for individual student needs. Using the reading application in this manner is a good example of the representation leg of the UDL framework as students can access the text in a manner that is most appropriate for each of their individual learning styles and abilities” (pg. 167).
Learning Environments and Conditions for Success
- easy access to a device which has text to speech software
- ensuring student has access to text to speech software of preferred device (iPad, laptop, phone, etc.)
- making text available to student via email, google drive, hard copy or in paper format
- ensuring student has access to audio textbooks and novels (Note: novels are often provided for free through public library)
- ensure use of TTS for all written tasks (e.g. short quizzes or novels)
- headphones
- basic technological skills
- ensuring student has access to text to speech software of preferred device (iPad, laptop, phone, etc.)
- making text available to student via email, google drive, hard copy or in paper format
- ensuring student has access to audio textbooks and novels (Note: novels are often provided for free through public library)
- ensure use of TTS for all written tasks (e.g. short quizzes or novels)
- headphones
- basic technological skills
Instructional Planning
Instructional planning considerations:
Introduce Text to Speech (TTS) software to student in a variety of environments prior to the student using the software independently in class. These include but are not limited to:
- One to one training with a tech coach (if available in your board)
- Small group training with peers using the same technology
- Peer support
- On-going check-ins ensure student in confident, comfortable and using the software to the best of it's ability
- updating software as required by program
Introduce Text to Speech (TTS) software to student in a variety of environments prior to the student using the software independently in class. These include but are not limited to:
- One to one training with a tech coach (if available in your board)
- Small group training with peers using the same technology
- Peer support
- On-going check-ins ensure student in confident, comfortable and using the software to the best of it's ability
- updating software as required by program
Learning Activities
Text to Speech can be used:
- individually during reading tasks (e.g. textbooks, novels, or newspaper article)
- in small group work, where a text is being read
- during teacher instruction
- for worksheets, quizzes or tests
- at home, on the yard or during recess
- individually during reading tasks (e.g. textbooks, novels, or newspaper article)
- in small group work, where a text is being read
- during teacher instruction
- for worksheets, quizzes or tests
- at home, on the yard or during recess
Current Research
Cumming, T.M., Strnadova, I. & Singh, S. (2014). iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project. Action Research, 12(2), 151-176. doi: 10.1177/1476750314525480
Huang, Y. & Liao, L. (2015). A study of text-to-speech (TTS) in chidlren’s English learning. The Journal of Teaching English with Technology, 15(1), 14-30. Retrieved from http://www.tewtjournal.org
Huang, Y. & Liao, L. (2015). A study of text-to-speech (TTS) in chidlren’s English learning. The Journal of Teaching English with Technology, 15(1), 14-30. Retrieved from http://www.tewtjournal.org