No problem. Simple. Sure to be my favourite study unit of the ITR12 course I thought, when considering the set text to speech targets and activities. After all I love listening. I use audio books all the time. Can’t get enough of them infact. Could listen to them all day without getting tired – and the radio – and my recently discovered favourite podcasts.
Let me just say famous last words…..
The audio tick sheet
Text to speech, such as the above (and below), is very much to my liking, consisting as it does of content in which I’m interested, often spoken by professional narrators, using human voices with all their cadence, depth and variety of intonation and tone, and delivered in a way that gives clear meaning to the subject matter.
(Picture:Nicholas Jones/whale05 Flickr. Audio: Narrator -David Horovitch, Alice -Jo Wyatt)
However even when presented with all these elements, I find I still have more boxes that need ticking to move the audio experience to the Goldilocks zone, where it’s ‘just right’.
With audio books I prefer to listen to American narrators, followed by Scottish, then English. And with both the latter I have a definite leaning towards male rather than female voices. Infact, once or twice, I’ve even been unable to get on with a human reader’s voice and have had to abandon listening to a chosen book.
I also prefer to be physically active/occupied when listening eg. driving a car, decorating etc. Just sitting and listening without any other stimulation usually means I’m either lulled into a cozy state where I fall asleep, or I get fidgety. Neither being conducive to prolonged or engaged listening.
Additionally, I have the advantage of being positively inclined to audio as a learning style, whereas for some people, even given their optimum text to speech conditions, listening is still difficult.
Ripping up the tick sheet
So what happened when none of the above criteria were ticked? When I had to listen to text by which I was not particularly engaged, read by a synthetic voice (even a preferred one), with it’s more monotone delivery and pitch. When the interpretation of the content was dictated by whether the original author had correctly placed their punctuation, leading to very real ‘eats, shoots and leaves’ or ‘eats shoots and leaves’ situations, and where I was expected to remain seated and maintain classroom appropriate listening behaviours.
To my shock, I found it extremely difficult to listen.
I fidgeted, twitched, and squirmed. I wanted to leave my chair to relieve my restlessness. I became annoyed that the voices were delivering the information at too slow a pace, mispronouncing words and diluting the meaning. I lost attention. I found it difficult to absorb and retain information. I found it difficult to re-locate information. I developed a headache.
Certain things helped somewhat with the attention issue, such as being able to integrate access to both audio and the text: a luxury that may not be open to a visually impaired person. Using voices that I preferred, such as Welsh English Geraint from Ivona for non-fiction, which, for me, offered a less monotonous listening experience, incorporating as it does the rhythm, stress and intonation of the Welsh language pattern (and may have been more comfortable for me as I’m Welsh).
Narration by Ivona Geraint
Additionally, being prepared to use a robotic sounding voice (such as that used by the JAWs screenreader), which more easily allows for the voice to be accelerated to read the content at speed.
Even then, if tested on what I’d been able to study and remember from longer extracts of material in audio form, I often would have been the deserved recipient of the dunce’s cap.
So what have I learnt?
A lot. The most important of which for me, is that I no longer regard access to audio as the straightforward and simple solution I once thought it. I’ve realised there are potential barriers to overcome and it’s made me rethink how to effectively support visually impaired pupils, so they develop the skills and ability to make the most of audio in all its forms.
So, I’ll now think to offer dual access to text and audio, and to allow for personal choice of a voice reader, and my customary listening skills programme is about to expand. I’m now planning on starting it earlier and continuing it longer; to incorporate the use of synthesised voices to deliver various listening activities; to more consistently target and develop pro-active, listening comprehension strategies and also to work on maximising aural memory skills. (I may even be more understanding of the fidget….)
For whilst audio may not be perfect, it’s remains one of the more important, and sometimes the primary strategy, for alternative access to the curriculum, and if supported properly, has the obvious potential to offer many advantages for learning.