The Learning Effectiveness of the Google Translate Image Reading-A loud on Reading Comprehension for Students with Dyslexia Function

Abstract

This study aims to investigate the impact of the Google Translate image read-aloud function on reading comprehension outcomes for students with dyslexia. Through interviews, the study also examines changes in students' learning anxiety, self-efficacy, and attitudes toward using the tool. A multiple-baseline A-B-A’ single-subject experimental design was adopted, involving three fourth-grade students with dyslexia from a resource class in New Taipei City. Mandarin reading instruction was conducted using the Google Translate image read-aloud function. The results indicate that the tool effectively improved students’ reading comprehension. Although some students did not continue to improve during the maintenance phase, the overall learning outcomes still reached a large effect size, demonstrating the tool’s potential to enhance reading comprehension.