Using Text-to-Speech Technology to Support All Students

In the arena of digital accessibility tools, the embedded screen reader—also known as a text-to-speech (TTS) tool—is among the most commonly used features in secondary education. While this feature has often been highlighted for its benefits for students with disabilities, it can also be a supplemental support for all students.

TTS functionality can help students with various learning profiles access and find more success with text. Think about these examples of students you may have supported: the middle school student who does not have an individualized education program or 504 plan but struggles with decoding articles in science and social studies classes; the high school student who experiences cognitive overload when reading print textbook chapters; the multilingual learner who benefits from hearing assignment directions aloud in their primary language; a student with vision difficulties who relies on screen readers to access digital text across subject areas. 

These scenarios are common, and embedded TTS can allow teachers to level the playing field and remove print barriers for students. While TTS doesn’t replace the need for traditional literacy instruction, built-in screen readers can help students overcome traditional text hurdles and help them with text-level accessibility, research, and higher-level literacy skills. 

Embedded Text-to-Speech Tools

Most commonly used tech devices and learning management systems (LMS) have screen reader features, with popular tools such as the following:

• Apple’s embedded Speak Screen, Speak Selection, and VoiceOver tools in iOS and MacOS. These can be accessed through the “Settings” app under the “Accessibility” menu.
• Google’s embedded screen reader ChromeVoX in Chromebooks. This free extension can be added by visiting the Chrome Web Store, searching for “ChromeVoX Extension,” and clicking “Add to Chrome.”
• Texthelp’s popular Read&Write extension for Chrome, Microsoft Edge, and Google Workspace. This TTS tool can be added as a browser extension. Chrome users can search for it in the Chrome Web Store, and Edge users can use the “Microsoft Edge Add-Ons” page. Search for “Read&Write” and click “Add” or “Get.” Once added, a purple puzzle piece appears in the browser extension menu. Click the puzzle piece to start using Read&Write.
• Microsoft’s Immersive Reader, embedded in LMS platforms such as Schoology and Canvas as well as Microsoft 365 products such as Word, OneNote, Reading Progress in Teams, and Edge. To access Immersive Reader in most desktop apps, go to the “View” tab and click “Immersive Reader.” In Edge, click the Immersive Reader icon (a book with a speaker) in the address bar. For LMS platforms like Schoology and Canvas, look for the Immersive Reader icon in the upper-right corner.

USING TEXT-TO-SPEECH TOOLS TO SUPPORT ALL STUDENTS

Emerging research shows that many educators utilize these TTS features for students regardless of special accommodations. These findings align with the Universal Design for Learning (UDL) framework by providing multiple means of engagement—another pathway to access and interact with textual content.

When I was a middle school teacher, I saw the positive impact TTS had when used as a whole class option. I worked with co-teachers in different subjects to model screen reader use for students; not only did those students who had screen readers as an accommodation feel more confident, but students without accommodations recognized the benefits of this kind of multimodal learning and felt empowered to use it when they needed to.

My personal experience with TTS was reflected when, as a doctoral student conducting dissertation research, I surveyed 63 general and special education teachers on uses of accessibility features for UDL. In response to open-ended questions, many educators shared ways their students, regardless of disability status, find text-level accessibility supported by TTS tools. I’ll share some of the common themes from participant responses in relation to how screen readers can universally support literacy development.

Supporting Literacy Across a Range of Projects, Assessments, and Assignments

Many teachers noted that for daily reading assignments, the use of a screen reader makes it easier for their students to focus on and comprehend text even when it is not at their decoding level. As more reading assignments become accessible through online textbooks, LMS documents, and digital books, embedded screen readers are a useful and affordable tool that can be offered universally. Additionally, participants noted that offering daily reading materials digitally through LMSs or a TTS-supported browser makes them easier for all students to access.

Screen readers for accessible research. Besides daily assignments, secondary educators find TTS helpful during the online research process. Students who are multilingual learners and those with reading-based disabilities, low reading levels, or visual impairments may find it difficult to access hard-copy reference texts. TTS functions allow students to explore digital text like websites and journal articles with greater independence.

Survey participants noted that screen readers are universally beneficial for research because they can help all students access and have better engagement with digital resources. By modeling and offering a TTS tool, like Read&Write, at the start and throughout the research process, teachers can promote accessibility and literacy engagement.

Educators can also encourage students to use TTS to listen back to their own writing for revision during research. This provides another means for engagement in the UDL framework as students use audio support to build self-regulation, sustained effort, and independence.

Screen readers for higher-level literacy skills. Beyond baseline accessibility, TTS tools also have the potential to support higher-level literacy skills such as inference making and analysis. Secondary teachers can model screen reader use by opening a reading assignment and demonstrating how to access the embedded TTS tool. Then, educators can demonstrate how students can think about structure, themes, inferences, and comparisons as they listen. When students don’t expend cognitive energy on decoding, they have more capacity for analytical and critical thinking.

This process is ideal for demonstrating how TTS functions can support students’ various needs and preferences. Additionally, it provides students with situated practice with TTS tools so that they can encourage independence within literacy development. By doing so, we not only support all learners’ base level of access to education, but also equip them with sustainable tools to benefit their lifelong learning process.