There are many students in the class that have dyslexia and can struggle with simple tasks such as reading. Therefore, this study set out to investigate the applications of text to speech synthesizers facilitate learning English at upper secondary with these students in focus from a teacher’s perspective. This study has been conducted through means of a semi- structured interviews with secondary school teachers. Research to support the fact that TTS does in fact aid facilitate the reading of students with difficulties has been stark. One the other hand scholars have claimed that it does not always aid struggling readers, therefore this paper will explore the discrepancies between these contrasting views. In the results it was found that the usage of TTS in the classroom should be seen as a compensatory tool that can aid struggling students in reading as opposed to being seen as a solution. The question to whether this can aid students without struggling difficulties was bound to the intelligibility of the voice of the TTS. Furthermore, it was maintained that this could in fact encourage students with their reading on the basis of academic success.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-31544 |
| Date | January 2019 |
| Creators | Stoker, Jonathon |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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