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.

staar spanish sld-reading fluency skills sld-reading comprehension sld-basic reading skills response accommodation staar

Example:

These are examples of text-to-speech tools that can be used during instruction:
- Select-to-Speak on Chromebook (built-in)
  Use Immersive Reader on Websites Chrome Extension
  Microsoft Learning Tools in Office Lens, Word Desktop and Word Online
  iOS Reading Support (built-in)
  
  Read&Write for Google's free (even if premium features are not purchased) text-to-speech tool

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.

NOTE: The embedded Text-to-Speech within STAAR Online does NOT work for student-generated text. So for the writing portion of STAAR Online a student will not be able to type in the text box and activate TTS to listen back for errors. If this support is needed, a second device for this accommodation will be needed (following Technology Guidelines).

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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STAAR + –

Type: Designated Support

Assessments:

grades 3-8 RLA, English I, and English II
grades 5 and 8 science and Biology
grade 8 social studies and U.S. History

Student Eligibility Criteria:

routinely, independently, and effectively uses this designated support during classroom instruction and classroom testing;
receives Section 504 or special education services; and
organizes and develops 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 the student cannot apply basic spelling rules or word patterns (e.g., prefixes, suffixes) to written responses.

STAAR Spanish + –