| This embedded multiple case study investigated how text-to-speech (TTS) software intervention was effective in improving the reading comprehension outcome of struggling adolescent readers by analyzing the patterns of their TTS software use (i.e., duration of use, reading minutes, and frequency of Reading Tools, Study Skills Tools, Dictionary Tools, and Internet Tools use). The patterns were examined for students who made high gains (HG), moderate gains (MG), and no or negative gains (NG) on their pre-post reading comprehension score as measured by Gates MacGinitie Reading Test. Twelve cases, four cases from each of the groups, were selected from 165 intervention group students of a large randomized controlled study on the efficacy of the TTS software intervention. Students were all ninth grade students reading at least two-grade level below their actual grade. Radar charts were utilized to visually analyze the overall patterns of the TTS software use within and across cases. The results of the study showed that there was no specific pattern of the TTS software use by reading gain groups. However, distinct patterns of the TTS software use emerged at the teacher/class level. The results suggest that the overall students' patterns of TTS software use were highly influenced by the teachers' delivery, task choices and their previous experience in using the TTS software. Further cross-case examination of students' perceptions and attitudes towards using the TTS software revealed reading gain group differences: More NG and MG students reported difficulty understanding the text using the TTS software compared to the HG students who expressed no difficulty. The paper concludes with recommendations for teachers to consider in implementing the TTS software intervention, limitations of the study, and future directions. |
