When it comes to talking about exam support, it feels appropriate to start off with the idea that a one-size-fits-all approach doesn’t exactly work. Support can come in many forms and the people who need support will all be experiencing different needs and preferences for how they’re supported – what might work for one student might make another feel observed, what might work for another student may make the first feel isolated or anxious. There are a couple of different roads to go down in most cases, and multiple ideas to try, but one of the most common we might experience when working with students with dyslexia is the choice between in-person support and a text-to-speech assistive tech solution.
Exam anxiety may be looming large this season. With the education system all over the world still very much in the opening stages of a learning recovery process and many students still experiencing education anxiety because of disrupted learning during the pandemic, it’s only natural. But this means that arranging and providing the right kind of support is even more paramount this year when it comes to helping students with dyslexia and literacy differences go into their exam rooms feeling confident.
Can Text-to-Speech technology help with exam anxiety?
On a functional level, of course! Adding dedicated text-to-speech accommodation into an exam setup is a great way to support reading and ensure that students can access all the information on their exam papers. It can make students feel more confident and secure that they’re much less likely to misread or misinterpret the questions. It works best if the text-to-speech technology is similar to something that they use to support themselves in home and classroom reading too, as this creates a constant and dependable support relationship that can bolster students when they’re working in less familiar conditions, such as an exam.
But there are also many advantages to using text-to-speech technology over other methods such as a human reader that may not be apparent at first, such as…
Independence – Although in-person reading support can be a key element of developing confidence in readers, it can also create a pattern of reliance and introduce the notion that reading comfortably is a joint activity. Device support means that reading largely becomes an independent act and that they can encourage students to work through problems by themselves and start developing their own solution patterns, creating a whole-life relationship with assistive tech.
Visibility – From the earliest exams we take to adult learning and CPD, many of us might feel singled out or very visible when sitting in an exam hall with in-person reading support. Some people find it embarrassing and anxiety-inducing, some feel infantilised or coddled, or even feel that it indicates to their peers that they’re getting ‘extra help’ – and this can contribute to an individual’s feeling that dyslexia makes them different from their peers. Device support is much less intrusive in a physical and visual way, and it’s often difficult to tell that somebody is using one at all.
Health Concerns – There are several students in the UK who may still need to be cautious when it comes to Covid-19 transmission. Those exam takers with vulnerable household members, health conditions, those who live with elderly relatives or even are simply just nervous about increasing their likelihood of contracting the virus may feel much better using device support. The act of in-person reading support requires close-quarters working, often sitting next to students for long periods of time, but this can be avoided with the introduction of assistive tech solutions.
Anytime, Anywhere – Although an in-person reader is a great way to support reading development in the classroom, it doesn’t help that much when they’re not there. Dyslexia and literacy differences persist long after the school bell has rung for the end of the day – so support that can be accessed easily at home is an important consideration to make. Supported revision goes a long way to combatting exam anxiety as it may allow students to feel more prepared and more in-tune with the demands of the exam itself, as well as giving them something to fall back on if the question is oddly worded.
Is there a downside?
It’s not a downside, but for the most part, text-to-speech devices must be arranged prior to the exam: for most – if not all – exam boards, it’s not possible to arrange an in-person reader or permission to use a text-to-speech device when we’re already into the exam period. Liaise with your schools and boards for more information on the assistive tech approval process where you are as early as possible if you’ve got a learner who needs reading support.
Potential for malfunction is also a concern: although with modern technology and tried-and-tested text-to-speech tech, this possibility is rare and standby devices are usually on hand in experienced establishments. Students with anxiety might zero in on the prospect as one that might affect their exam experience. In-person readers might be seen by learners as less fallible, and less affected by anything they might do, i.e. pressing the wrong button or using the device incorrectly. However, these concerns are usually alleviated by having a practised relationship with device-supported reading prior to the exam.
Reading support is a very personal thing, and as well as supporting learning, it’s key in developing confidence as a learner at every level of the school system and beyond. Finding what fits might take some time, or it might simply be a case of introducing a new element to the process – what’s important is that making sure that everyone can approach the act of reading confident in their own abilities and ready to take on whatever the exam season holds.