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Four themes emerge: compensatory use, improvements in reading and comprehension, higher motivation and self-efficacy, and the need for training. 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Comprehension: The Impact for Students with Learning Disabilities  \nLogiciel de synthèse vocale et compréhension de la lecture : l'impact pour les étudiants avec des troubles d'apprentissage  \nSandra Raffoul, University of Windsor Lindsey Jaber, University of Windsor  \nAbstract  \nThis literature review examines the use of text-to-speech (TTS) software as an accommodation for students with learning disabilities and its impact on improving reading comprehension. As the development and availability of TTS tools and assistive technologies have increased over the past decade, it is significant to explore how they are used to accommodate students at all levels of education to promote a universal design of learning. Based on a review of the current literature and utilizing selfregulated learning theory as a framework, four significant themes have emerged: (a) TTS being seen asa compensatory tool; (b) improving reading abilities and comprehension; (c) increasing student motivation and self-efficacy; and (d) the need for training for students, educators, and parents. Findings of this literature review revealed that overall, TTS software is commonly used as a compensatory tool (mainly at the postsecondary level), has assisted in students improving reading speed, fluency, and content retention, resulted in increased student self-efficacy in reading abilities and independent learning, and that there is a significant need to allocate training and technological resources to support students. As there are various directions for future research, exploring this area can contribute to schools promoting inclusive and accommodating learning environments.  \nKeywords: text-to-speech; assistive technologies; learning disabilities; reading comprehension; universal design for learning  \nRésume  \nCette revue de la littérature examine l'utilisation des logiciels de synthèse vocale (TTS, par ses  \nsigles en anglais) comme mesure d'accommodement pour les étudiants ayant des troubles d'apprentissage et son impact sur l'amélioration de la compréhension de lecture. Alors que le  \nCJLT/RCAT Vol. 49 (2)  \ndéveloppement et la disponibilité des outils TTS et des technologies d'assistance ont augmenté au cours de la dernière décennie, il est important d'explorer comment ils sont utilisés pour accommoder les étudiants de tous les niveaux de l'éducation afin de promouvoir une conception universelle de  \nl'apprentissage. À partir d’une analyse de la littérature actuelle et de l'utilisation de la théorie de  \nl'apprentissage autorégulé comme cadre de référence, quatre thèmes importants ont émergé : a) le TTS étant considéré comme un outil compensatoire; b) amélioration des capacités de lecture et de compréhension; c) accroissement de la motivation et de l'auto-efficacité des étudiants; et d) le besoind'une formation pour les étudiants, les éducateurs et les parents. Les résultats de cette revue de la littérature ont révélé que, dans l'ensemble, le logiciel TTS est couramment utilisé comme outil compensatoire (principalement au niveau postsecondaire), a aidé les étudiants à améliorer la vitesse de lecture, la fluidité et la rétention du contenu, a entraîné une augmentation de l'auto-efficacité des étudiants dans les capacités de lecture et l'apprentissage indépendant, et qu'il existe un besoin important d'allouer des ressources de formation et technologiques pour soutenir les étudiants. Comme il existediverses orientations pour la recherche future, l'exploration de ce sujet peut contribuer à ce que les écoles favorisent des environnements d'apprentissage inclusifs et accommodants.  \nMots-clés : synthèse vocale ; technologies d'assistance ; troubles d'apprentissage ; compréhension de lecture ; conception universelle de l'apprentissage  \nIntroduction  \nAcross education there is an aim to ensure that all students succeed academically and experience learning within an accessible and i","cbCairsysI9kMHnO","https://ap.wps.com/l/cbCairsysI9kMHnO","pdf",245432,18,"English","# Abstract\n# Résume\n# Introduction","[{\"question\":\"How does the review characterize text-to-speech (TTS) for students with learning disabilities?\",\"answer\":\"The review presents TTS primarily as a compensatory tool, commonly used especially at the postsecondary level to support students during reading tasks.\"},{\"question\":\"What reading outcomes does TTS have according to the review?\",\"answer\":\"The review reports improvements in reading speed, fluency, and content retention, contributing to better reading and comprehension abilities.\"},{\"question\":\"What additional support does the review say is needed for effective TTS use?\",\"answer\":\"The review highlights a significant need for training for students, educators, and parents, along with allocation of training and technological resources.\"}]","Text-to-Speech Software and Reading Comprehension - The Impact for Students with Learning Disabilities | PDF",1792086853,45]