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Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at improving reading comprehension. This study addresses this gap in the research by conducting a meta-analysis on the effects of text-to-speech technology and related read-aloud tools on reading comprehension for students with reading difficulties. Random effects models yielded an average weighted effect size of (\n                    <jats:inline-formula>\n                      <mml:math xmlns:mml=\"http:\/\/www.w3.org\/1998\/Math\/MathML\" display=\"inline\" overflow=\"scroll\">\n                        <mml:mover accent=\"true\">\n                          <mml:mi>d<\/mml:mi>\n                          <mml:mo>\u00af<\/mml:mo>\n                        <\/mml:mover>\n                      <\/mml:math>\n                    <\/jats:inline-formula>\n                    = .35, with a 95% confidence interval of .14 to .56,\n                    <jats:italic toggle=\"yes\">p<\/jats:italic>\n                    &lt; .01). Moderator effects of study design were found to explain some of the variance. Taken together, this suggests that text-to-speech technologies may assist students with reading comprehension. However, more studies are needed to further explore the moderating variables of text-to-speech and read-aloud tools\u2019 effectiveness for improving reading comprehension. Implications and recommendations for future research are discussed.\n                  <\/jats:p>","DOI":"10.1177\/0022219416688170","type":"journal-article","created":{"date-parts":[[2017,1,23]],"date-time":"2017-01-23T14:08:51Z","timestamp":1485180531000},"page":"73-84","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":161,"title":["Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? 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