Abstract/Summary

The study aimed to investigate the impact of using text-to-speech (TTS) technology on the reading skills of Saudi dyslexic girls, aged 8 and 9. Specifically, it focused on the sustained use of Immersive Reader over six weeks to improve word-level reading and reading comprehension. Additionally, it examined students' attitudes towards reading before and after the intervention, as well as their perceptions of the impact of TTS on their reading experiences. The study involved 11 dyslexic female students from a mainstream school in Riyadh, Saudi Arabia, during the 2022-2023 academic year. An embedded mixed-method design was used, consisting of a two-phase data collection approach. The primary component was a quasi-experimental, one-group pre-test-post-test design, without a control group. In the second phase qualitative data was collected through semi-structured interviews to explore students' perceptions after using the TTS software. Findings indicated that TTS was effective in enhancing both word-level reading and reading comprehension following the six-week intervention. Additionally, there was a positive shift in students' perceptions and attitudes towards reading. While this study specifically focused on Saudi dyslexic girls, its findings may have broader implications for supporting Arabic-speaking dyslexic learners in general. This study contributes to knowledge by highlighting TTS's potential to improve unassisted reading skills, specifically word reading accuracy and reading comprehension, among Arabic-speaking dyslexic students. Based on the findings, recommendations were made to enhance the integration of TTS in educational settings, addressing both its practical application and its role in supporting dyslexic students' learning experiences.