Students who graduate from high school not reading on grade level do not have the same post-secondary opportunities as students who read on grade level. Many researchers have found that struggling high school readers are not successful reading independently above the second-grade level; a significant percentage of high school students cannot read at grade level. The purpose of the study was to determine if the use of Text-to-Speech Software (TTS) software improves the reading level of high school students. The research question was: Do students using TTS software have more gains in reading levels than students who do not use TTS software? The data were gathered from shelved data of students' Scholastic Reading Inventory (SRI) scores. A paired t-test: two sample for means and a paired t-test: two-sample assuming unequal variances were used to analyze the results of the data. The results showed the Spring 2018 SRI scores were significantly higher than Fall 2017 SRI scores for the experimental group. Therefore, the null hypothesis for the research question was rejected, and the alternative hypothesis, students using TTS software will show greater reading level gains than those who do not use TTS software, was accepted. The results also showed the control groups' SRI scores for Spring 2018 were not statistically different from the Fall 2017 SRI scores. Therefore, the null hypothesis for the research question was accepted: students using TTS software will score at the same level in reading level gains as students who do not use the TTS software. Therefore, average gain in SRI scores for the experimental group were significantly higher than average gain in SRI scores for the control group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]