What question did this study set out to answer?

This research aims to determine how text-to-speech impacts reading comprehension and eye movement patterns in junior high students with reading disabilities.

May 16, 2026Reading and WritingOpen Access

The effects of text-to-speech on reading comprehension in junior high school students with reading disabilities: an eye-tracking study in Taiwan

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This research aims to determine how text-to-speech impacts reading comprehension and eye movement patterns in junior high students with reading disabilities.
Employing a 3 × 2 mixed factorial design to compare reading performance across different conditions and groups.
Examining three groups: students with dyslexia, students with ADHD, and typically developing students under silent reading and TTS conditions.
Utilizing eye-tracking data to measure reading behaviors.
Text-to-speech improved reading comprehension for students with ADHD but not for students with dyslexia.
Students with dyslexia exhibited reduced reading time and cognitive effort with TTS while maintaining comprehension similar to silent reading.
TTS disrupted natural reading processes in typically developing students, yielding no comprehension gains.

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Implication

Randomized trial shows text-to-speech enhances comprehension in students with ADHD, indicating tailored strategies are needed.

Cite This Study

Chen et al. (2026) studied this question.

synapsesocial.com/papers/6a08093ca487c87a6a40b2c6 https://doi.org/10.1007/s11145-025-10738-5

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The effects of text-to-speech on reading comprehension in junior high school students with reading disabilities: an eye-tracking study in Taiwan

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Discussion

Implication

Cite This Study

The effects of text-to-speech on reading comprehension in junior high school students with reading disabilities: an eye-tracking study in Taiwan

Key Points

Discussion

Implication

Cite This Study

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