ADT programs fall into many categories including, but not limited to: text-to-speech, word prediction, voice recognition and writing organizers. The following is an overview of these types of ADT software.
Text-to-Speech (TTS) or speech synthesizers recognize on screen information in the form of letters, numbers, and other characters, and then read it out loud to the user via synthesized speech. Speech synthesizers enable computer users with visual impairments or learning difficulties to hear what they are typing or to have text from various sources read out loud. People, who have difficulty communicating verbally, also find speech synthesizers to be valuable communication tools.
Most text-to-speech programs highlight text as it is read. Some individuals find that receiving auditory feedback of what they see in print increases comprehension and is a launching pad for information gathering for any number of research purposes eg. Finding a recipe, writing a college paper. Most programs include speech features to control the speed and pitch of the voice. Some programs will even allow you to choose the gender of the speaker. Highlighting and text sizing are optional features and need to be considered when choosing a speech program to match specific needs.
Text-to-speech technology can be integrated with Optical Character Recognition (OCR) systems. OCR scans a page of text, analyzes images and converts the pictures of the characters to text to be read out loud. OCR allows users to export the converted text and use it with a variety of word-processing, page layout and spreadsheet applications.
Some OCR programs have built in “scan and read”
features. Other OCR programs when used in
conjunction with text to speech software enable individuals to access printed materials they are not
able to read. Some OCR programs provide the option to convert the document to MP3 format for later
listening.
The impact of this technology on reading difficulties has been demonstrated in the following study:
“Higgins & Raskind (17), in a study of postsecondary students with LD, found that severely disabled readers improved reading comprehension scores when using OCR. In addition, they found an “inverse correlation” between silent reading without assistance and reading with an OCR system, such that, the greater the severity of the reading disability, the more the technology elevated reading comprehension scores.”1