Talk to Read© Research

A series of field-based studies have examined the utility and efficacy of Talk to Read© as a literacy acceleration program that is feasible for classroom adoption. Below are a few highlights and sample research reports. 

For example, findings indicate that learners can experience 50% inaccuracies when using dictation technologies yet 0 instances of mistaken word identity. In addition, dictation inaccuracies can become fodder for explicitly contextualized phonics instruction. 

Finding indicate that learners who struggle to read, can develop over 97% sight vocabulary accuracy when reading words they generated with dictation technologies and incorporated in personally relevant compositions. 

On average, 50% of learners’ dictated words are high-frequency words which they were likely to encounter when reading unfamiliar texts thus preparing them to encounter unfamiliar texts. 

Conversely, 50% of learners’ dictated words were absent from third through ninth grade high-frequency words lists indicating that participants developed 97% accuracy for words beyond ninth grade and/or their struggles are unrelated to their abilities to read. 

Findings indicate that learners classified as struggling readers can develop self-efficacy and become eager readers and writers when participating in Talk to Read©. 

Baker, E. A. (2017). Apps, iPads, and Literacy: Examining the Feasibility of Speech Recognition in a First-Grade Classroom. Reading Research Quarterly, 52(3).  https://doi.org/10.1002/rrq.170     

Baker, E. A. (2019). Talk to Read and Write: Using Speech-Recognition Apps in a First-Grade Writing Center. Language Arts, 96(6), 358-369. https://library.ncte.org/journals/la/issues/v96-6

Baker, E. A., & Bradley, C. (2021). Closing the gap between oral lexicons and sight vocabulary: The potential of speech recognition technologies. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798419851851

Goodwin, A. & Baker, E. A. (2019). Implications for using speech recognition to support literacy. Bridging Research to Practice: Live with the Author [video interview]. Newark, DE: International Literacy Association. https://youtu.be/sm5boe2g3Xg

Lile, D. & Baker, E. A. (2018). University of Missouri Professor of Literacy Studies. Columbia Morning with David Lile [radio interview]. Columbia, MO: KFRU News Talk. https://audioboom.com/posts/6676923-dr-betsy-baker-university-of-missouri-professor-of-literacy-studies