Which of the following describes the role of text-to-speech in literacy instruction?

• A. It provides automated proofreading for grammar
• B. It provides accessibility through spoken output to support diverse learners
• C. It slows down reading to increase difficulty
• D. It creates new texts automatically

Answer: (B)

Text-to-speech in literacy instruction centers on accessibility by turning written text into spoken words. This lets learners who struggle with decoding, have visual or print disabilities, or are English learners access the same material through listening, often while following along. Hearing the text helps with fluency—modeling proper pronunciation, rhythm, and expression—which supports comprehension by linking sounds to meaning. It also promotes independence and confidence, as students can engage with texts they may not read easily yet. It isn’t a grammar-checking tool, and it doesn’t aim to slow reading to increase difficulty. It simply provides an alternative way to access text, and can be paired with other supports like highlighting or guided practice. It doesn’t generate new texts automatically.