Author(s) :

Advay Arashanapalli.

Volume/Issue :

Abstract :

This study examines how assistive technologies, specifically text-to-speech (TTS) and speech-to-text (STT), influence literacy outcomes in students with dyslexia. A sequential explanatory mixed methods design combined a systematic literature review with descriptive feature-level coding of published intervention studies and qualitative interviews with experienced educators. The quantitative phase coded 16 published studies involving elementary through high school students who used TTS, STT, or related assistive technology tools. Studies were analyzed by tool type, literacy outcome, intervention duration, major features, reported outcome direction, and other key metrics. The qualitative phase included semi-structured interviews with three teachers experienced in supporting students with reading disabilities, with responses coded for tool use, perceived benefits, implementation conditions, and barriers. Across the coded literature, TTS appeared most frequently and was commonly associated with improved reading comprehension and fluency while STT was more often linked to increased writing productivity and reduced spelling barriers. Features such as synchronized highlighting, pacing control, and error correction appeared repeatedly across studies reporting positive outcomes. The teacher interviews reflected similar patterns, with educators describing increased student confidence, stronger task completion, and improved access to grade level content when assistive technologies were implemented. Reported barriers include limited device access, inconsistent training, and concerns about overreliance on technology. These findings suggest that assistive technology can improve literacy access and performance when paired with targeted instruction and supportive implementation conditions.