Text-To-Speech Technology: Effects on Basic Math Concepts Performance Among Learners with Specific Learning Disabilities

This study examined the effects of Text-to-Speech (TTS) technology on the mathematics performance of learners with Specific Learning Disabilities (SLDs) in a resource-room setting. A quasi-experimental pretest–posttest non-equivalent groups design was employed, involving 20 elementary learners divided into an experimental group (TTS-assisted instruction) and a control group (conventional instruction). A researcher-developed Mathematics Achievement Test was used to measure performance in number recognition, counting, and shapes and patterns before and after a four-week intervention. Descriptive statistics, paired samples t-tests, and Analysis of Covariance (ANCOVA) were utilized to analyze the data. Results revealed a significant improvement in the performance of learners exposed to TTS, with mean scores increasing from 12.50 to 18.70 (p < .001). In contrast, the control group showed only minimal and non-significant gains. ANCOVA results further confirmed a significant difference in posttest scores between groups, favoring the TTS intervention (p < .001), even after controlling for pretest performance. The findings indicate that TTS technology effectively enhances comprehension and engagement by reducing decoding demands and enabling learners to focus on mathematical reasoning. The integration of auditory support aligns with assistive technology principles and promotes inclusive learning by addressing language-related barriers in mathematics. This study concludes that TTS is a valuable instructional tool for improving basic math performance among learners with SLDs. It is recommended that schools integrate TTS within instructional practices, supported by appropriate training and infrastructure. Future research may explore its long-term impact and integration with other digital interventions to further strengthen inclusive education outcomes.