Leveraging Assistive Technology in Language Learning: The Effectiveness of Text-to-Speech (TTS) on improving Phonemic Awareness and Orthographic Knowledge of Dyslexic Children

Rapid technological advancements are occurring in today's world. This is especially accurate when it comes to instructional multimedia. An increasingly crucial part of instructional multimedia design is the determination of the narrating voice. However, research in this field is outdated and lacks breadth. This study investigates the possibilities of utilizing assistive technology in language acquisition, specifically examining the efficacy of Text-to-Speech (TTS) technology in improving certain linguistic abilities in individuals with dyslexia. Specifically, it examines the effects of TTS on phonemic awareness and orthographic knowledge among individuals with dyslexia. The study utilizes a quasi-experimental methodology, where participants are randomly assigned to either an experimental group that uses TTS (Text-to-Speech) tools or a control group that receives traditional language training. The intervention takes place over a period of 10 weeks, in which participants interact with TTS-assisted learning modules specifically created to improve phonemic awareness and orthographic understanding. The phonemic awareness test and orthographic knowledge test were used to quantify modifications in specific linguistic abilities. Results imply a statistically significant enhancement in both phonemic awareness and orthographic knowledge among the experimental group, indicating that TTS technology is a useful tool for tackling the core difficulties associated with dyslexia. This study adds to the expanding corpus of work on assistive technology in education, providing insights into the distinct benefits of Text-to-Speech (TTS) in tackling language-related challenges linked to dyslexia. The findings of this study have broader implications, highlighting the importance of personalized and technology-integrated methods for language learning in individuals with dyslexia.