阅读障碍是一种神经发育性疾病,患有阅读障碍的学生无法完全克服该障碍,但可以通过教学中的辅助技术降低该障碍的影响程度。文本转语音(text-to-speech, TTS)技术和相关朗读工具的广泛运用,可以一定程度上帮助学生更好地理解书面材料。...阅读障碍是一种神经发育性疾病,患有阅读障碍的学生无法完全克服该障碍,但可以通过教学中的辅助技术降低该障碍的影响程度。文本转语音(text-to-speech, TTS)技术和相关朗读工具的广泛运用,可以一定程度上帮助学生更好地理解书面材料。朗读工具实现文本转语音,使使用者能够一边听一边理解。但作为一种辅助工具,其应用也可能带来一些消极影响,如学生的注意力被分散。因此,文本转语音工具应用的有效性仍待进一步探索。目前尚不清楚文本转语音工具的使用是否有助于学生阅读理解能力的提升。本研究通过对文本转语音技术相关的研究进行回顾分析,探讨文本转语音工具对阅读障碍学生阅读理解的影响程度。结果发现文本转语音技术可能有助于学生的阅读理解,但对提高阅读理解能力的大小程度需要更多的研究来进一步探索。最后,讨论了未来研究的建议。Dyslexia is a neurodevelopmental disorder and students with dyslexia cannot fully overcome it, but the impact of dyslexia can be reduced through assistive technology. The extensive use of text- to-speech (TTS) technology can help students better understand written materials. The read- aloud tool enables text-to-speech conversion and enables users to understand while listening. But as an auxiliary tool, its application may also have some negative effects, for example, students’ attention may be distracted. Therefore, the effectiveness of text-to-speech applications still needs to be further explored. It is unclear whether the use of text-to-speech tools can help improve students’ reading comprehension. This study reviews the research on text-to-speech technology to explore the impact on reading comprehension of students with dyslexia. It was found that text-to- speech technology may help students’ reading comprehension, but more research is needed to further explore the extent to which reading comprehension can be achieved. Finally, recommendations for future research are discussed.展开更多
文摘阅读障碍是一种神经发育性疾病,患有阅读障碍的学生无法完全克服该障碍,但可以通过教学中的辅助技术降低该障碍的影响程度。文本转语音(text-to-speech, TTS)技术和相关朗读工具的广泛运用,可以一定程度上帮助学生更好地理解书面材料。朗读工具实现文本转语音,使使用者能够一边听一边理解。但作为一种辅助工具,其应用也可能带来一些消极影响,如学生的注意力被分散。因此,文本转语音工具应用的有效性仍待进一步探索。目前尚不清楚文本转语音工具的使用是否有助于学生阅读理解能力的提升。本研究通过对文本转语音技术相关的研究进行回顾分析,探讨文本转语音工具对阅读障碍学生阅读理解的影响程度。结果发现文本转语音技术可能有助于学生的阅读理解,但对提高阅读理解能力的大小程度需要更多的研究来进一步探索。最后,讨论了未来研究的建议。Dyslexia is a neurodevelopmental disorder and students with dyslexia cannot fully overcome it, but the impact of dyslexia can be reduced through assistive technology. The extensive use of text- to-speech (TTS) technology can help students better understand written materials. The read- aloud tool enables text-to-speech conversion and enables users to understand while listening. But as an auxiliary tool, its application may also have some negative effects, for example, students’ attention may be distracted. Therefore, the effectiveness of text-to-speech applications still needs to be further explored. It is unclear whether the use of text-to-speech tools can help improve students’ reading comprehension. This study reviews the research on text-to-speech technology to explore the impact on reading comprehension of students with dyslexia. It was found that text-to- speech technology may help students’ reading comprehension, but more research is needed to further explore the extent to which reading comprehension can be achieved. Finally, recommendations for future research are discussed.
