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.
Text-to-speech as an embedded support on STAAR and STAAR Spanish online
These are examples of text-to-speech tools that can be used during instruction:
Use Immersive Reader on Websites Chrome Extension
Read&Write for Google's free (even if premium features are not purchased) text-to-speech tool
iOS Reading Support (built-in)
Select-to-Speak on Chromebook (built-in)
Microsoft Learning Tools in Office Lens, Word Desktop and Word Online
Speechify Chrome Extension
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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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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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!
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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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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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:
For additional ways to personalize digital reading experiences read/click here.
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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,
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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.
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:
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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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Develop a routine for how/where technologies will be distributed and collected.
Develop a routine for how/where technologies will be distributed and collected.
Set expectations with the student for improving reading with Text-to-Speech.
Set expectations with the student for improving reading with Text-to-Speech.
Monitor and record the student’s progress and satisfaction with the accommodation.
Monitor and record the student’s progress and satisfaction with the accommodation.
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.
Some accommodations appropriate for instructional use may not be allowable on a statewide assessment. Select the state assessment to view the implementation policies.
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:
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.
