This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed with implications for practice and recommendations for future research to increase the use of TTS in the classroom.

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I wish to thank my family, friends, and most of all, my committee for supporting and guiding me through this entire process. The completion of my dissertation is a reality, thanks to their countless hours of support. Christine Paulson, my friend, gave me endless motivation, confidence, and advice to keep me focused on my research. My mom, Mary Bayer, continually supported and listened to me throughout the program. My two amazing children, Richard and Ellie, showed patience while I worked on my research throughout their formative years. Their encouragement and sense of humor kept me going. I wish to thank the Board of Education, colleagues, and administrators, for supporting me and providing accommodations to conduct my research. Most importantly, I wish to thank my committee chair, Dr. Carrie Anna Courtad, for her encouragement, valuable wisdom, guidance, and support throughout my studies. I also wish to thank Drs. Karen Douglas and Yun-Ching Chung, my two other committee members, who provided expertise and insight in helping me complete this study.