A large‐scale, cluster‐randomized controlled field trial (N_classrooms = 47; N_students = 1,013) assessed the impact of a digital text‐to‐speech reading material that supported 8‐year‐olds’ decoding and reading comprehension. An active control group used the most prevalent Danish learning material with a research‐based systematic, explicit phonics approach supporting primarily decoding. The digital tool allows children to read unfamiliar text for meaning. Students are supported in mapping between orthography and phonology by three levels of text‐to‐speech support and in identifying spelling patterns. The risk of students overusing text‐to‐speech was countered by postponing access to having words read aloud by directing students towards identifying and training relevant orthographic patterns before activating text‐to‐speech. Results showed no statistically significant difference in decoding, but treatment improved reading comprehension. The study demonstrates how digital tools can facilitate strengthening students' decoding skills as efficiently as a traditional phonics‐based programme while students are reading text of relatively high orthographic complexity for meaning.

中文翻译：

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一项集群随机试验，用于评估支持解码和阅读2年级意义的数字学习工具的效果

大规模，集群随机对照的现场试验（N个_教室= 47； N个_学生= 1,013）评估了支持8岁儿童解码和阅读理解的数字文本语音翻译阅读材料的影响。一个活跃的对照组使用最流行的丹麦学习材料，以及基于研究的系统，明确的语音方法，主要支持解码。数字工具可让儿童阅读不熟悉的文字以获取含义。通过文本到语音的三个支持级别，在拼写法和语音学之间的映射以及识别拼写模式方面对学生的支持。通过在激活文本转语音之前指导学生识别和训练相关的拼字形式，推迟了大声朗读单词的途径，以克服学生过度使用文本转语音的风险。结果显示，解码没有统计学上的显着差异，但是治疗可以提高阅读理解力。这项研究表明，在学生阅读正字法复杂度较高的文本时，数字工具如何像传统的基于语音的程序一样，可以有效地增强学生的解码技能。