literature review on the impact of assistive technology, specifically text-to speech (TTS) software on Saudi female students’ reading
The Impact of Assistive Technology On Saudi Female Students’ Reading Cognitive Abilities
I need literature review on the impact of assistive technology, specifically text-to speech (TTS) software on Saudi female students’ reading cognitive abilities. The study utilized Natural Reader Edu by Natural Soft Ltd (2022), This quantitative study aimed at examining the students’ cognitive interactions in the reading classroom before and after using the software, and the extent to which it affects their performance based on their reading test scores. Data was collected from ……students , enrolled in level….at…..The research method was depended on paired samples of the participants’ reading tests to compare their reading comprehension scores under TTS and no-TTS conditions.
The following references are suggested:
Suggested References
• Assistive Technology Industry Association – ATIA (2004). Assistive Technology Outcomes and Benefits. A Joint Publications of ATIA and the Special Education Assistive Technology Center, 1(1): 12-24.
• Basaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2013). Examining the structure of reading comprehension: Do literal, inferential, and evaluative comprehensive truly exist? Reading and Writing: An Interdisciplinary Journal, 26(3), 349–379.
• Buzick, H., & Stone, E. (2014). A meta-analysis of research on the read aloud accommodation. Educational Measurement: Issues and Practice, 33(3), 17–30.
• Cauley, F., Aiken, K., & Whitney, L. (2009). Technologies across our curriculum: A study of technology integration in the classroom. Journal of Education for Business, 85(2), 114-118
• Creswell, J.W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston, MA: Pearson Education, Inc.
• Garcia, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74–111. https://doi.org/ 10.3102/0034654313499616
• Giusto, M., & Ehri, L. (2019). Effectiveness of a partial read-aloud test accommodation to assess reading comprehension in students with a reading disability. Journal of Learning Disabilities, 52(3), 259–270.
• Grabe, W. P., & Stoller, F. L., (2019). Teaching and researching: Reading. (3rd ed.). Routledge.
• Kim, K.J. (2019). Enhancing students’ active learning and self-efficacy using mobile technology in medical English classes. Korean Journal of Medical Education, 31(1), 51 60. ‐ https://doi.org/10.3946/kjme.2019.118
• Mardiana, H. & Kaisar , H. D. (2019). Technological determinism, new literacies and learning process and the impact towards future learning, Journal of Educational Science and Technology Volume 5 (3), 219-229.
• McGuire, J. M., and Scott, S. S. (2006). Universal Design for Instruction: Extending the Universal Design Paradigm to College Instruction. Journal of Postsecondary Education and Disability Special Issue: Universal Design in Higher Education, 19(2): 124-134.
• Mergen, S. (2019). The effect of speedreading technique on reading speeds and reading comprehension levels of second grade students (Unpublished master thesis). Akdeniz University, Antalya, Turkey
• Moeiniasl, H., Taylor, L., deBraga, M., Manchanda, T., Huggon, W., & Graham, J. (2022). Assessing the Critical Thinking Skills of English Language Learners in a First Year Psychology Course. Thinking Skills and Creativity, 101004.
• Olifant, T., Cekiso, M., & Rautenbach, E. (2020). Critical reading perceptions and practices of English First Additional Language learners in Gauteng, Tshwane South district. Reading & Writing, 11(1), 1-11. DOI:10.4102/rw.v11i1.281
• Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Journal of Learning Disabilities,
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