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Oral Administration - Text-To-Speech (TTS)

Text-to-Speech (TTS) uses a computer to convert online text into spoken voice output which "reads" aloud to a student with a reading disability, dyslexia, or documented reading difficulties. TTS allows a student to independently select and change the level of reading support and to read single words, passages, or whole documents.

 

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.

Examples Include:

How to Implement:

  • 1.

    Determine the student's need for reading support with Text-to-Speech (TTS).  If the student is not reading on grade level or is a slow reader, they will benefit

    Determine the student's need for reading support with Text-to-Speech (TTS).  If the student is not reading on grade level or is a slow reader, they will benefit from TTS.  If you are unclear, a tool called the Protocol for Accommodations in Reading will be helpful. 

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  • 2.

    Collaborate with Information Technology/Assistive Technology to get the appropriate device(s) for text-to-speech  (ex: headphones, computer, apps/downloads, etc).  The TTS used for STAAR Online is

    Collaborate with Information Technology/Assistive Technology to get the appropriate device(s) for text-to-speech  (ex: headphones, computer, apps/downloads, etc).  The TTS used for STAAR Online is proprietary and will be different than TTS that's used during instruction, but frequent practice with any TTS tool is helpful. Your campus may have a commercial product they prefer you use.  

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  • 3.

    Create digital materials or move your curriculum/materials into a digital format (.doc, .pdf, .rtf, etc.).  Tips

    Create digital materials or move your curriculum/materials into a digital format (.doc, .pdf, .rtf, etc.).  Tips

  • 4.

    Familiarize yourself with the features of the Text-to-Speech tool(s) that will be used: voice selection, speed, pitch, highlighting, continuous reading, etc.  If needed, ask for

    Familiarize yourself with the features of the Text-to-Speech tool(s) that will be used: voice selection, speed, pitch, highlighting, continuous reading, etc.  If needed, ask for training.

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  • 5.

    Explain or remind the student of the purpose-how this accommodation will benefit them. Note: Students might report not liking computerized reading, however, when a student

    Explain or remind the student of the purpose-how this accommodation will benefit them.

    Note: Students might report not liking computerized reading, however, when a student needs this accommodation, we should help build their listening endurance week by week, month by month. See Introducing Students to Text-to-Speech Reading Accommodations & Building Endurance.

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  • 6.

    Model the process of customing text-to-speech settings on a task without an academic demand:  Show how to customize the voice, speed, and other features

    Model the process of customing text-to-speech settings on a task without an academic demand: 

    • Show how to customize the voice, speed, and other features
    • Start with the "continuous read" option
    • Start with speed at the default setting. Then show how to adjust the speed slower or faster thinking aloud "How does this speed work for me?" Note: 150 words per minute is average conversational speed. It's not unusual for students after a little practice to increase the speed.
    • Start with and initially practice TTS using familiar, easy texts or topics of interest especially when reading web content.

    For additional ways to personalize digital reading experiences read/click here.

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  • 7.

    Help the student through the same process,  Customizing their Text-to-Speech (TTS) settings (speed- might be slower than default setting as a beginner--help to find

    Help the student through the same process, 

    • Customizing their Text-to-Speech (TTS) settings (speed- might be slower than default setting as a beginner--help to find what's comfortable and supports comprehension; volume; voice-male/female; continuous read; etc.) and then save the settings.
    • Start with and initially practice TTS using familiar, easy texts or topics of interest especially when reading web content.
    • Explore Youtube vendor/tool tutorials (ex: Read&Write for Google, Immersive Reader, Kami tutorials) to maximize full functionality, problem-solve, or learn new skills.
    • For additional ways to personalize digital reading experiences read/click here.

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  • 8.

    Decide which assignments, (those with sufficient reading demands, those above independent reading level), the student will need to use Text-to-Speech.

    Decide which assignments, (those with sufficient reading demands, those above independent reading level), the student will need to use Text-to-Speech.

  • 9.

    Model the use of Text-to-Speech during appropriate academic assignments.  If the goal of the reading assignment is to address/use reading strategies (vs. reading with

    Model the use of Text-to-Speech during appropriate academic assignments.  If the goal of the reading assignment is to address/use reading strategies (vs. reading with your ears), examples of this might sound like:

    1. "Skim your text. Find these ___ text features."
    2. "Find/highlight all the words you don't know." 
    3. "Use your decoding strategies; sound it out."
    4. “Check yourself. Place your cursor at the beginning of the word/sentence/passage and activate TTS.”
    5. “Use text-to-speech to listen as many times as you need.”       
    6. “Repeat the word/sentence silently in your head...”

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  • 10.

    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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  • 11.

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

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

  • 12.

    Set expectations with the student for improving reading with Text-to-Speech.

    Set expectations with the student for improving reading with Text-to-Speech.

  • 13.

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

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

  • 14.

    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.

  •  

Note: Review theTEA policy documentfor allowable use of Oral/Signed Administration TTS during test administration.

Students should complete the STAAR Online practice tests or tutorials, or a STAAR Interim Assessment prior to test administration to become familiar with the functionality of the text-to-speech. 

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® and STAAR Spanish mathematics, science, and social studies

 Test questions, answer choices, and embedded supports may be read aloud. ✓ Required reference materials (where applicable) and allowable designated supports may be read aloud.


STAAR and STAAR Spanish reading

✓ Test questions, answer choices, and embedded supports may be read aloud. ✓ Revising selections, revising test questions and answer choices, and embedded supports may be read aloud. ✓ Required reference materials (where applicable) and allowable designated supports may be read aloud. ✗ Reading selections, editing selections, and editing test questions and answer choices CANNOT be read aloud.

STAAR English I and English II end-of-course (EOC)

✓ Reading test questions and answer choices, revising selections, revising test questions and answer choices, and embedded supports may be read aloud. 

 ✓ Required reference materials and allowable designated supports may be read aloud. 

 ✗ Reading selections, editing selections, and editing test questions and answer choices CANNOT be read aloud.

Student Eligibility Criteria: 

❏routinely and effectively uses it during classroom instruction and classroom testing, and 

❏ meets at least one of the following:

  • The student is a current English learner (EL) and takes a STAAR test in English.
  • The student is identified with dyslexia or a related disorder per Texas Education Code, §38.003.
  • The student has documented evidence of reading difficulties.

NOTE: ELs taking STAAR Spanish may be eligible for an oral administration if they meet either of the requirements noted in the last two bullets and if a committee other than the language proficiency assessment committee (LPAC) determines eligibility.

     Same as STAAR with the exception that STAAR Spanish Online is offered only in grades 3-5.