Effects of on-Line Reading and Simultaneous Dectalk Auding in Helping Below-Average and Poor Readers Comprehend and Summarize Text

Abstract

This report first discusses the theoretical basis of the text-to-speech (DECtalk) computer system to mediate reading (see Leong, 1992b, 1992c). Study 1 investigated the role of on-line reading and simultaneous DECtalk auding in helping 192 grades 4, 5, and 6 above-average and below-average readers comprehend expository prose materials. The students in each grade were randomly assigned to one of the four experimental conditions: (a) on-line reading and DECtalk auding; (b) on-line reading and DECtalk auding plus explanations of difficult words in both modes; (c) on-line reading and DECtalk auding plus explanations of difficult words in both modes plus “metacognitive” (reading awareness) activities; and (d) on-line reading and DECtalk auding of the passages “simplified.” Reading comprehension was assessed from verbal answers to inferencing questions and verbal summaries of the passages. Analyses of covariance using general ability, metacognition, and working memory span scores as covariates showed significant differences in grades, reading levels, and modes of responses (answers or summaries) to the passages, but not for the experimental conditions. Considerable individual differences were found, and verbal reports indicated high motivation of learning among the students. Study 2 replicated Study 1 with a small number of poor readers compared with their reading-age and chronological-age controls. Similar results were obtained. Promises and issues of the DECtalk text-to-speech computer system are discussed.