The Reading Accommodation That Isn't Being Used
Devon is a ninth grader with dyslexia and ADHD. A prior evaluation recommended a text-to-speech app with word-level highlighting; the district purchased licenses. Six weeks later, teachers report Devon uses it 'maybe once a week' and has started refusing to read aloud in class. His reading comprehension scores are unchanged. On interview, Devon says the app 'reads too slow and the voice is weird,' and that he can't use it during tests because 'the testing lady said no.' He also mentions he reads fine on his phone for texts and games. His English teacher believes the accommodation is 'a crutch' and has stopped prompting it. You are asked to 'fix the implementation.'
1. Diagnose the likely causes of non-use and prioritize them.
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Separate the problem into layers rather than treating 'non-use' as noncompliance:
- Feature/settings mismatch (highest priority, easiest fix): 'Too slow, weird voice' points to default rate and voice. Adjust rate, choose a preferred voice, and check whether word-level highlighting is actually on. Small settings changes frequently convert refusal to use.
- Access during testing: 'The testing lady said no' is a potential civil-rights problem, not a preference. If TTS is a documented accommodation, denying it during assessments requires a documented, defensible rationale - not a proctor's judgment. Escalate to the 504/IEP team and confirm the accommodation is written into the testing plan.
- Adult buy-in: The teacher's 'crutch' framing predicts Devon's own refusal. Address this with the team using the evidence base on AT and reading, and reframe the goal as independence, not avoidance.
- Task fit: Devon reads on his phone - that is a clue about which tasks and formats he'll accept. Match the accommodation to the demand (long textbook passages vs. short texts).
Prioritize settings and testing access first because they are concrete, fast, and within your control; the attitudinal issue needs a team conversation.
2. What implementation supports would you put in place, and how would you know in 4 weeks whether it's working?
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Build a short, measurable implementation plan:
- Configure with Devon, not for him: 15-minute session to set rate/voice and confirm the app on his school device; have him demonstrate it on a real assignment.
- Test-day logistics: written confirmation from the 504/IEP team that TTS is allowed, plus a practice run so the proctor and Devon both know the routine.
- Teacher prompt plan: agree on a specific, low-stigma prompt (e.g., a visual cue) and a defined list of assignments where TTS is expected.
- Student self-advocacy: teach Devon to request the accommodation and adjust settings himself.
Success criteria in 4 weeks: frequency of use on designated assignments (target: majority of opportunities), Devon's self-report of acceptability, and at least one curriculum-based comprehension measure on TTS-supported vs. unsupported passages. Unchanged comprehension with increased use would prompt a review of how he's using it (e.g., listening passively vs. following highlighted text). If use rises but comprehension doesn't, the accommodation may need pairing with strategy instruction rather than abandonment.