Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis
- DOI
- 10.1177/0022219416688170
- Published
- 2017-01-23
- Container
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1177/0022219416688170,
title = {Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis},
author = {Sarah G. Wood and Jerad H. Moxley and Elizabeth L. Tighe and Richard K. Wagner},
year = {2017},
journal = {Journal of Learning Disabilities},
doi = {10.1177/0022219416688170},
url = {https://doi.org/10.1177/0022219416688170}
}RIS
TY - JOUR TI - Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis AU - Sarah G. Wood AU - Jerad H. Moxley AU - Elizabeth L. Tighe AU - Richard K. Wagner PY - 2017 JO - Journal of Learning Disabilities DO - 10.1177/0022219416688170 UR - https://doi.org/10.1177/0022219416688170 ER -
APA
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2017). Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. Journal of Learning Disabilities. https://doi.org/10.1177/0022219416688170
Source records
- crossref · retrieved 2026-09-25T18:20:15.040Z