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Spelling Assistance - Text-to-Speech (TTS) Software

Text-to-speech software reads aloud typed text enabling the student to listen for and correct spelling errors.

 

Allowable on at least one state assessment Allowable on state assessment: This accommodation is allowable on at least one state assessment. See which tests allow this accommodation

Assistive Technology Assistive Technology (AT): This accommodation includes AT. Be sure AT needs are included as accommodations on the IEP and that the PEIMS code reflects this.

How to Implement:

  • 1.

    Establish the student's need for spelling support.

    Establish the student's need for spelling support.

  • 2.

    Collaborate with Information Technology/Assistive Technology to get the appropriate device(s) for text-to-speech  (ex: enable native speak selected text options, headphones, computer, apps, etc).

    Collaborate with Information Technology/Assistive Technology to get the appropriate device(s) for text-to-speech  (ex: enable native speak selected text options, headphones, computer, apps, etc).

  • 3.

    Familiarize yourself with the features of the text-to-speech tool(s).  If needed, ask for training.

    Familiarize yourself with the features of the text-to-speech tool(s).  If needed, ask for training.

  • 4.

    Help the student customize any text-to-speech (TTS) settings (speed, volume, voice-male/female, etc) and then save the setting.

    Help the student customize any text-to-speech (TTS) settings (speed, volume, voice-male/female, etc) and then save the setting.

  • 5.

    Decide which assignments, (those with sufficient composing demands), the student will need to use text-to-speech.

    Decide which assignments, (those with sufficient composing demands), the student will need to use text-to-speech.

  • 6.

    Model the use of spelling strategies paired with text-to-speech during appropriate assignments.  Examples of this might sound like: “Think of the word you want

    Model the use of spelling strategies paired with text-to-speech during appropriate assignments.  Examples of this might sound like:

    “Think of the word you want to use.”

    “Sound it out quietly and try to spell the word as best you can.”

    “Do you see it on the word wall?”  

    “Get your ideas out first, then make corrections.”

    “Place your cursor at the beginning of the word/sentence/passage and activate TTS.”

    “Use text-to-speech to listen for mistakes so you can fix them.”       

    “Repeat until all mistakes are corrected.”

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  • 7.

    Provide guided practice as the student uses TTS to write with grade appropriate vocabulary, listening for and revising spelling mistakes.

    Provide guided practice as the student uses TTS to write with grade appropriate vocabulary, listening for and revising spelling mistakes.

  • 8.

    Once the student has shown a basic level of competency with the tool(s), allow the student to use it independently during instruction on relevant

    Once the student has shown a basic level of competency with the tool(s), allow the student to use it independently during instruction on relevant assignments.

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  • 9.

    Develop a routine for how/where technologies will be distributed and collected.

    Develop a routine for how/where technologies will be distributed and collected.

  • 10.

    Set expectations with the student for improving spelling with text-to-speech.

    Set expectations with the student for improving spelling with text-to-speech.

  • 11.

    Monitor and record the student’s progress and satisfaction with the accommodation.

    Monitor and record the student’s progress and satisfaction with the accommodation.

  • 12.

    Share progress and effectiveness with the student, the educational team, and the family.

    Share progress and effectiveness with the student, the educational team, and the family.

Review the TEA policy document for details about allowable use of spelling assistance during test administration. 

Review the TEA Technology Guidelines to ensure any device or software is  appropriate for state assessment use.

Visit the Technology Use Guidelines for Spelling to maintain the security and validity of the assessment.

State Assessment
Allowability

Some accommodations appropriate for instructional use may not be allowable on a statewide assessment. Select the state assessment to view the implementation policies.

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Type: Designated Support 

Assessments: 

  • STAAR grades 4 and 7 writing, English I, English II, and English III (written composition ONLY)
  • STAAR Spanish grade 4 writing (written composition ONLY)

Student Eligibility Criteria:

  • receives Section 504 or special education services,
  • routinely, independently, and effectively uses it during classroom instruction and classroom testing, and
  • is capable of organizing and developing ideas and understands the basic function and use of written language conventions (e.g., sentence structures, irregular verbs) but has a disability that is so severe that he or she cannot apply basic spelling rules or word patterns (e.g., silent letters, base words with affixes) to written responses. 

same as STAAR

same as STAAR

Grade 4 writing (written composition ONLY)

same as STAAR

Grade 4 writing (written composition ONLY)