Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the effectiveness of live and TTS read-aloud accommodations on reading comprehension and task completion time for four secondary students with learning disabilities in reading. Compared to reading independently during baseline, neither live nor TTS read-aloud accommodations increased comprehension to sufficient levels of proficiency, suggesting read-alouds alone are not sufficient to support adolescents with learning disabilities. The lack of effect of one read-aloud intervention over the other also suggested teachers need to determine whether read-alouds are appropriate for students with learning disabilities on an individual basis, based on personal preferences, needs, and strengths.
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