Text-to-Speech Technology as Inclusive Reading Practice: Changing Perspectives, Overcoming Barriers

Abstract

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.