4. Does the student have other needs that might be accommodated by the provision of the text-to-speech or read
aloud accommodation?
In the past, some educators attempted to monitor the pace at which a student went through an assessment by
providing the read aloud accommodation. Pacing involved adjusting how fast the administrator read an item, the
punctuation used as he or she read, and how much time was provided between each item to allow the student to
respond. This is not an appropriate reason to provide the text to speech or read aloud accommodation because it masks
what the assessment is assessing.
Sometimes a student who is not blind or does not have a significant visual impairment, or does not have a reading-based
disability, has a disability that may have produced a situation where the child ended up lagging in his or her reading
skills. This should be addressed through instruction rather than the assessment. It is important that students with other
learning needs not be provided the text-to-speech or read aloud accommodations for the ELA reading passages.
IEP teams should recognize that beginning readers struggle for a variety of reasons. Thus, the team must use student
data on the effect of the accommodation during instruction to decide whether the child’s struggles are due to the
disability. By only offering the text-to-speech and read aloud accommodations to those students with true reading-
based disabilities or blindness (for those who have not learned braille) and not providing to students with other learning
needs, the system has documentation of the need to address the student’s missing skills.
5. Have interventions been used to improve the student’s decoding, fluency, or comprehension skills? If so, what
approaches have been used to strengthen the student’s decoding, fluency, or comprehension skills?
Documentation of the approaches that have been taken to strengthen the student’s decoding, fluency, or
comprehension skills is an important step in determining whether a text-to-speech or read aloud accommodation is
needed. This documentation should include specific dates with progress monitoring data and interventions
implemented. It should demonstrate that continuous, intensive interventions have not been successful in improving
student decoding, fluency, or comprehension performance. Only if this can be demonstrated should the text-to-speech
or read aloud accommodation be considered for the student.
6. Does the student use text-to-speech or receive a read aloud accommodation during instruction?
Students with significant disability-related barriers to accessing text usually have demonstrated these barriers over an
extended period of time. As a result, for instructional purposes, they have used the text-to-speech or read aloud
accommodation during instruction to gain access to text. They also may have membership in an organization such as
Bookshare, or regularly use assistive technology software to provide them access to text. If the student has not been
provided these types of accommodations during instruction, they should not be provided during the assessment.
7. Does the student use text-to-speech or receive a read aloud accommodation during formative assessments or
during other DeSSA summative assessments?
Another indicator of the need for text-to-speech or read aloud for the DeSSA ELA reading passages is that the student
regularly receives the accommodation during formative assessments or other DeSSA summative assessments. If a
student receives text-to-speech or read aloud for instruction but not for formative assessments or for other DeSSA
summative assessments, it is likely that the student does not need text-to-speech or read aloud for the DeSSA ELA
reading passages.
8. Does someone (e.g., teacher, paraprofessional, another student, parent) regularly read aloud to the student in
school?
A possible supporting indicator of the need for text-to-speech or the read aloud accommodation is that the student
typically is read to instead of the student reading for himself or herself. This indicator should be used with caution. It
should not just be because students with disabilities are typically provided text-to-speech or a read aloud
accommodation. Instead, the fact that someone else reads aloud to the student, rather than the student reading for
himself or herself, is because it has been determined that the student will lack access to important information due to
significant barriers to decoding, fluency, or comprehension. Even when this is the case, it does not necessarily mean that
the student should receive the text-to-speech or read aloud accommodation for grade 3-5 ELA reading passages. There
is a risk that some students who are regularly read aloud to in school may not have had appropriate access to high-