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• W2183695309 abstract "Many students struggle to read well enough to support learning in various areas of the curriculum. Drawing on an eight-month inquiry, with 28 grade five students, this article discusses text-to-speech technology as an inclusive reading practice that allows students entry into their literacy communities, access to a variety of texts, and enhanced meaning making. It seeks to illuminate concerns and questions teachers, students, and parents might have with regard to the use of text-to-speech technology." @default.
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• W2183695309 date "2013-06-02" @default.
• W2183695309 modified "2023-10-05" @default.
• W2183695309 title "Text-to-Speech Technology as Inclusive Reading Practice: Changing Perspectives, Overcoming Barriers" @default.
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• W2183695309 doi "https://doi.org/10.36510/learnland.v6i2.618" @default.
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