{"id":2166,"date":"2014-08-14T08:19:46","date_gmt":"2014-08-14T08:19:46","guid":{"rendered":"https:\/\/www.dyslexiadaily.com\/?p=2166"},"modified":"2026-03-30T10:55:56","modified_gmt":"2026-03-30T10:55:56","slug":"tech-tools-ict-for-dyslexia","status":"publish","type":"post","link":"https:\/\/www.dyslexiadaily.com\/blog\/tech-tools-ict-for-dyslexia\/","title":{"rendered":"Tech Tools and ICT for Dyslexia"},"content":{"rendered":"

Learning Disabilities, Dyslexia & Print Difficulties: Inclusive Technology Overview<\/strong><\/h3>\n

Computer software and devices provide solutions for students that have difficulty reading or accessing text, either electronic (computergenerated) or as hard copy (printed). New and emerging devices including iPod Touch models, iPads, eBook Readers and even Smart Phones and Mobile Phones provide opportunities for capturing and scanning information and converting it to voice and sound file formats as well as to text.<\/p>\n

Ideally, schools need to change culture and teaching practices in how they cater to students\u2019 reading and writing needs.<\/strong><\/p>\n

All text, study and reading material, where possible, should be provided in an electronic format, such as text files, MS Word, Open Office Org \u2013 Writer, HTML or in PDF format. MS Word has become the standard for publishing of text as other formats can be generated more readily and easily (e.g. DAISY file format). Handwritten notes, old fading photocopies of handouts and newspaper articles, black board and whiteboard notes only have to be reversioned by a teacher aide, parent or student. This is slow, laborious and frustrating. If the classroom notes or study material is made available in the first instance in electronic format, students can immediately alter it to cater to their needs. They can opt to change the:<\/p>\n

\u2022 Size, font style and colour of the text
\n\u2022 Background colour or contrast\/highlight
\n\u2022 Format to sound file (WAV, WMA or MP3)
\n\u2022 Format to DAISY format or other alternate file formats \u2022 Start work immediately<\/p>\n

Reading Technologies<\/strong><\/h3>\n

OCR Optical Character Recognition (Scanning Technologies)<\/strong><\/p>\n

Most flatbed scanners or printer\/scanners are bundled with free OCR software. Handheld scanners as well as some mobile phones can also be used to scan text with dedicated apps or software.<\/p>\n

Printed text such as books, newspapers, journals, handouts, worksheets and other printed signs and documents can be recognised by \"1\"the computer\u2019s or device\u2019s software and then imported or inserted into an MS\u00a0Word Document, Notepad or PDF file.<\/p>\n

Purchasing commercial software or tools within literacy support programs\u00a0(e.g. TextHelp Read & Write and ClaroRead) ensures a greater degree of\u00a0accuracy and flexibility as well as speed in converting typefaces into\u00a0editable text. Once converted, the resulting text can be checked for errors Figure\u00a01\u00a0Desktop\u00a0Scanners\u00a0(spelling, layout, missed characters or words) and then edited, saved and\u00a0customised to meet the specific needs of one or more users.<\/p>\n

Of course, copyright issues need to be recognised. OCR is one way to\u00a0guarantee that printed text that cannot be read by a student is made\u00a0accessible in a suitable file format. Refer to more information and lists of\u00a0suitable software and Apps in: Universal Access using OCR with Printed\u00a0Text – http:\/\/ndco.cds.org.au\/index.php\/at\/60-gerry-kennedy-at-articles .<\/p>\n

Text Styles and Definitions<\/strong><\/p>\n

Different font styles cater to personal preferences, including vision, visual acuity, reading fatigue issues and the age of the\u00a0student. It is easy to customise text, to a greater or lesser degree, across computer applications including word processing\u00a0programs, email software, data handing programs, Internet pages and in some menu and dialogue boxes in MS Windows or\u00a0MAC OS operating system windows.<\/p>\n

Often by simply changing from a serif to a sans-serif font can make an enormous difference. The serif fonts have the fancy or\u00a0\u2018squiggly bits\u2019 at the top and bottom and many are very fancy fonts \u2013 often unreadable on screen! By improving the text’s\u00a0readability a user can choose to adjust the size, colours, line-spacing and character-spacing.<\/p>\n

Line spacing gives more \u2018real estate\u2019 and this can be quickly achieved in MS Word by clicking inside a paragraph and using\u00a0Ctrl-2 for \"2\"double spacing, Ctrl-5 for 1.5 line spacing and Ctrl-1 for single spacing (i.e. normal spacing). Using Ctrl-F with the\u00a0Replace function, users can type a spacebar in the\u00a0Find what: box and then type two spacebars (i.e.\u00a0Press the spacebar on the keyboard twice) in the\u00a0Replace with: box and all spaces are doubled\u00a0throughout the entire document. Pressing three\u00a0spaces ensures increased spacing between\u00a0words.<\/p>\n

Highlighting text and choosing a different\u00a0background colour can differentiate text from the standard black on white to more\u00a0accommodating colour combinations to\u00a0support students with Irlen Syndrome or those with Scotopic Sensitivity Syndrome (see later in this document).<\/p>\n

Text to Speech (TTS)<\/strong><\/p>\n

Students often dislike reading as it can present a number of difficulties and therefore invites frustration that builds over time\u00a0causing increased anxiety and loss of confidence. This culminates in problems across the entire curriculum as the student\u00a0moves into higher year levels and is presented with more challenging text, different genres and increased amounts of text.\u00a0Comprehension difficulty and the ability to cope with so much information can prove to be overwhelming and discouraging.<\/p>\n

Most students with literacy difficulties have large auditory and spoken vocabularies but are unable to recognise the word in\u00a0print.\"3\"Students often struggle to read long\u00a0amounts of text, especially if it is not engaging\u00a0or doesn\u2019t \u2018make sense\u2019. In addition to making\u00a0it more visually accessible, text to speech\u00a0programs can assist readers of all ages and\u00a0abilities. Having text voiced back to them via\u00a0speakers or headphones, even using a robotic-sounding voice, can result in great improvement and confidence in reading.\u00a0Software can be purchased or downloaded freely from many websites. Refer to more information and lists of suitable software\u00a0and Apps in the MS Word document – Universal Access using Text-to-Speech – http:\/\/ndco.cds.org.au\/index.php\/at\/60-gerry-kennedy-at-articles.<\/p>\n

Dictionary and Thesaurus Options<\/strong><\/p>\n

MS Word has an inbuilt dictionary that links to selected words. This is faster and easier than attempting to use paper-based\u00a0dictionary. Combined with text-to-speech software (e.g. using WordTalk or FxToolbar) it supports students who struggle with\u00a0alphabetical conventions. Other dictionary software and online websites are available that has improved features are available\u00a0freely or at cost. Hand held devices can also be useful, including the Franklins series –\u00a0http:\/\/www.dse.co.nz\/dse.shop\/en\/catalog\/CTG0000106_lp.<\/p>\n

Online dictionary, thesaurus and literacy support websites also provide electronic\u00a0resources. Literacy support software including \"4\"TextHelp Read & Write, ClaroRead\u00a0and Kurzweil 3000 for Windows all include dictionary, homophone and thesaurus\u00a0support features and functions where all text can be voiced. Refer to Universal\u00a0Access using Spell Checker & Thesaurus\/Dictionary Supports at\u00a0http:\/\/ndco.cds.org.au\/index.php\/at\/60-gerry-kennedy-at-articles for more\u00a0information and background reading re these technologies.<\/p>\n


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IPad\/iPhone\/Smartphone Apps also provide some options for students with new\u00a0apps being frequently launched. Some very useful literacy supports are appearing\u00a0that can be used in class or at home. Refer to: The iPad as an Inclusive Device in\u00a0Education at http:\/\/ndco.cds.org.au\/index.php\/at\/60-gerry-kennedy-at-articles or refer Figure\u00a04\u00a0Display\u00a0Properties\u00a0to lists of iPad Apps from Jim Sprialis at http:\/\/livebinders.com\/play\/play\/60957.<\/p>\n

Onscreen Display Options<\/strong><\/p>\n

People with Learning Disabilities including as Dyslexia and people with print\u00a0disabilities and vision loss usually benefit from alternate screen settings. These\u00a0settings can be changed at any time in the Control Panels \u2013 Display Properties on\u00a0MAC OS or in MS Windows. The font style and size, foreground and background\u00a0colour, resolution and even desktop theme will have an impact on readability and access.<\/p>\n

A handy utility program\u00a0that acts as an onscreen\u00a0\u2018ruler\u2019 that reveals text in\u00a0a window is called VuBar.\u00a0It is available in AccessApps and in MyStudyBar or as a standalone program installed on a Windows computer. The size can\u00a0be altered, both width and height as well as colour options. The reader can position it anywhere on screen so that just the text\u00a0(one or more lines) is revealed.<\/p>\n

\"5\"<\/a><\/p>\n

Writing Tools and Technologies<\/strong><\/h3>\n

Typing on a computer keyboard or using an onscreen \u2018virtual\u2019 keyboard using a mouse, trackball or other pointing device is very\u00a0liberating for some students who find writing fatiguing, difficult or impossible! It can make text creation easier as many students\u00a0discover that the concentration required for the production of letter shapes impairs their ability to construct worthwhile sentences. They\u00a0are free to construct language without the impediment of poor handwriting dexterity.<\/p>\n

Editing, re-writing and proofing their work are achievable without frustration. The ability to edit, save, print, re-read and re-edit text with\u00a0proofing features such as the spell checker, homophone checker, thesaurus and text-to-speech facilities gives them increased\u00a0independence. They can negotiate tasks more confidently and attack essay writing, note taking and projects with confidence. It saves\u00a0time and avoids the embarrassment of trying to compete with peers and siblings. They can type their work knowing that it will look neat\u00a0and tidy and be presented legibly for appraisal and assessment without compromising the content with poor presentation.<\/p>\n

Writing skills may still need to be developed. It needs to be put into context and determine what is more important \u2013 future success or\u00a0short term satisfaction for an educator. Using a pen, biro and pencil is a portable, amenable skill and should not be forsaken, but for\u00a0some students, it impedes their access to successful writing and learning opportunities across most of the curriculum. Advice from an\u00a0Occupational Therapist will prove to be advantageous.<\/p>\n

Spell Checkers<\/strong><\/p>\n

The spell checkers found in all word processing programs can prove to be very useful for most students. At times, the red\u00a0underlining off errors can be dispiriting and overwhelming (this function can be turned off if required for some users). It\u00a0indicates potential errors and attempts to correct them \u2013 automatically by the software from \u2018lists\u2019 of commonly misspelled\u00a0words or manually by the user. Many people, especially those with Dyslexia, can benefit from more advanced spell checkers\u00a0that offer greater recognition, more accurate choices, text-to-speech output and dictionary definitions. A simple yet effective\u00a0free tool is WordTalk (http:\/\/www.wordtalk.org.uk\/Home\/) or purchasing and using Read & Write, ClaroRead, Medialexie\u00a0Toolbar \u2122or Wynn\u2122 might prove to be a better long term option. These commercial programs have advanced literacy support\u00a0echnologies that in combination provide solutions as well as diagnostic support as they track a user\u2019s performance over time.<\/p>\n

New software such as Ginger (http:\/\/www.spectronicsinoz.com\/product\/ginger) provides online grammar and spell-checking\u00a0capabilities and is ideal for older students struggling with continued errors and poor writing skills. A new MS Word add-in is\u00a0Ghotit (http:\/\/www.ghotit.com\/home.shtml). It offers a spell checker for people with dyslexia, dysgraphia and other English\u00a0writing difficulties.<\/p>\n

Homophone Support<\/strong><\/p>\n

Homophones are words that sound the same, but are spelt differently (e.g. main, mane). They are particularly troublesome\u00a0and disconcerting for students with Dyslexia as they are not identified by the spell checker. Often, they cannot be heard as\u00a0being errors when using text-to-speech software as the word sounds \u2018ok\u2019. There are over 18,500 homophones in the English\u00a0language, some being quite obscure and seldom encountered. The typical errors of \u201ctheir, there and there\u201d, \u201cto, too and two\u201d\u00a0are common, as are thousands of others.<\/p>\n

Text Styles and Definitions<\/strong><\/p>\n

Ensuring that text is visually accessible as possible is very important. Having the appropriate text font, style, size and colour\u00a0can improve performance and decrease eye strain. Changing the screen size of the page onscreen (hold CRTL key and move\u00a0mouse scroll wheel forward to increase page size (up to 500%) and then roll the mouse scroll wheel back towards your body\u00a0to decrease to 10%) can increase comfort, legibility and potentially increase session length by reducing eye-strain and\u00a0allowing the student to see what he or she is typing and editing.<\/p>\n

Voiced Output<\/strong><\/p>\n

Text-to-speech programs and free utilities (e.g. Orato or FX Toolbar for Word 2007\/2010- http:\/\/www.fxc.btinternet.co.uk\/)offer benefits to people who struggle to proofread their typing, as they type or after have typed it. Students with literacy\u00a0difficulties mix up words, omit them, misspell words, write very short or overly long sentences, change tense and confuse\u00a0words (i.e. they can correctly spell one word when they actually mean another – homophones).<\/p>\n

\"6\"<\/a><\/p>\n

Having text voiced back to them ensures that they hear their own errors. They hear obvious mistakes that may not be\u00a0identified by a spell checker. They hear the tone of the sentence and can listen to whether it \u2018makes sense\u2019. They hear their\u00a0work immediately, without having to resort to teachers, support workers or parents at home. The increased levels of\u00a0independence give them the satisfaction that they \u2018own\u2019 their writing. Over time, increased performance and endurance\u00a0improves writing and text creation skills.<\/p>\n

Mind Mapping Software<\/strong><\/p>\n

\"7\"A number of technologies exist in computer software applications, iPad apps and online resources. Mind mapping or webbing\u00a0tools allow students to plan or present their ideas, thoughts and facts in graphical format, rather than linear based tools such\u00a0as word processors and text editors. Students can click and type anywhere onscreen, and add photos, graphics, extra notes,\u00a0internal links and connections, hyperlinks to external documents, web sites and even emails. Information can be scaffolded,\u00a0linked and associated with like terms, ideas or facts, temporarily hidden and reorganised quickly and easily. Popular\u00a0programs in education included Inspiration, Kidspiration (younger students in early years),\u00a0Freemind and XMind (the latter two being free to download and use). Online mind mapping\u00a0tools including Bubbl.us are becoming increasingly popular (www.bubbl.us ) as it is an\u00a0intuitive, easy to learn and master resource \u2013 plus it\u2019s just plain fun!<\/p>\n

A different genre related to mind mapping is Rationale software. It is ideal for older students in\u00a0Secondary and particularly in tertiary. Rationale is a software tool that helps students grasp\u00a0the essence of good essay-writing and structure. Working with the argument maps that are at\u00a0the heart of Rationale has been shown to produce a dramatic increase in students\u2019 critical Figure\u00a06\u00a0Rationale\u00a0Software\u00a0thinking ability. (http:\/\/rationale.austhink.com\/).<\/p>\n

Planning and Other Supports<\/strong><\/p>\n

Writing an essay, negotiating a project, writing a speech or dissertation can be a\u00a0particularly daunting and difficult task. Segmenting or \"8\"tackling the task using\u00a0smaller or logical sections can be achieved using mind mapping software. It is\u00a0more creative, more visual and then sections can be completed one at a time. It\u00a0breaks down the task into more concise, easy to manage sections that build over\u00a0time to a finished product. A program specifically designed for dyslexics in the UK\u00a0is Spark-Space. Spark-Space creates a space for students\u2019 thoughts. It allows\u00a0users of all ages and abilities to structure their thoughts at speed.<\/p>\n

It helps connects ideas, documents, web pages and graphics within one map \u2013\u00a0giving them complete and seamless control over the entire process. The map can\u00a0be printed or copied to other applications in part, or as a finished product.\u00a0Spark-Space shows students\u2019 ideas from new perspectives using virtual 3D,\u00a0rotational and split screen views. It therefore turns their idea maps into working\u00a0documents, presentations and web pages ready for other users to read, examine\u00a0or edit.<\/p>\n

WriteOnline is a relatively new concept in literacy support tools. It formerly only\u00a0worked whilst students were \u2018online\u2019 but has been reengineered to work offline as\u00a0well. It boasts a number of critical functions such as wordbars, spell checkers, TTS,\u00a0word grids, homophone support, dictionary and other supports that directly cater to students at risk.<\/p>\n

Note Taking Software<\/strong><\/p>\n

A number of simple yet useful tools exist just to take quick notes, including MS Notepad that is bundled on all MS Windows\u00a0computers. Other adapted programs are available as are sticky note applications and hyperlinked note taking apps. These are\u00a0also available on Smart Phones and iPad devices. Refer to: Universal Access using Note Taking Software at\u00a0http:\/\/ndco.cds.org.au\/index.php\/at\/60-gerry-kennedy-at-articles for a list of programs.<\/p>\n

Organisational Tools & PIM software<\/strong><\/p>\n

Some students are or become poorly organised. Planning, remembering and recording information, notes, dates and times as\u00a0well as things-to-do, often overwhelm them. Recording important information using a phone, digital voice recorder or hand\u00a0held device (e.g. some MP3 players) can be faster than scribbling a note and typing a message. Long term organisation and\u00a0event planning might require the use of MS Outlook calendar and tasks sections. Other free programs exist that are portable,\u00a0namely Essential PIM or Sunbird might assist students in maintaining a diary and recording critical events. Auditory and visual\u00a0reminders can be generated. The file can often be exported to other formats (e.g. iCal) that can be imported on hand held\u00a0devices such as iPhones or ported to other operating systems (e.g. to MAC OS calendar software).<\/p>\n

Using Tables<\/strong><\/p>\n

A simple yet effective strategy is to use tables in word processing programs. Creating simple tables gives structure and\u00a0compartmentalizes information so that it can be arranged sensibly and accessed in a more structured manner. The\u00a0information can be digested more easily and tables allow for ease of access – visually and cognitively. Templates can be\u00a0designed and saved so that accessing them is quick and easy.<\/p>\n

Using PowerPoint and Other Tools<\/strong><\/p>\n

Other users prefer presentation tools such as MS PowerPoint or Open Office Presenter (http:\/\/why.openoffice.org\/). Rather\u00a0than using a word processor, with its linear approach to creating text, presentation packages provide \u2018pages\u2019 that can be\u00a0inserted as slides, with a major heading and sufficient information or data to cater to a person\u2019s visual, cognitive and\u00a0reading\/writing ability.<\/p>\n

Often people who struggle with text have secondary or even tertiary disabilities. Students with ADD, ADHD, Aspergers or\u00a0other syndromes may prefer to have their text arranged and presented in different formats, rather than long paragraphs and\u00a0blocks of text. They can arrange the information and build and rebuild their document easily by moving the slides about the\u00a0document and re-order them at will (similar to mind mapping tools).<\/p>\n

Speech Recognition (DNS V11)<\/strong><\/p>\n

Referred to as either voice recognition or speech recognition software, it can be a very effective solution for students who\u00a0struggle to type and spell words correctly. It can also assist in forming written structures. Students with Dyslexia, who often\u00a0speak confidently and fluently, find it significantly easier to express themselves verbally.\u00a0There are skills that need to be developed, often over a period of time. Practice, as always, is required with correct set up and\u00a0configuration. The technology doesn’t always cater to all voices types, or to some accents or to younger children\u2019s voices, and\u00a0it can take some time to master and learn. Voice control, pronunciation, speech fluency, sentence structure and consistency\u00a0all are factors in successful generation of text. Accuracy is a key issue, as is the environment in which a user works or studies.\u00a0Schools are often noisy places, full of distractions.<\/p>\n

The software has many different commands and needs fast computer processors and appropriate amounts of memory (from 2\u00a0GB to 4 GB). High quality USB or wireless headsets and microphones are required. Speech recognition software can prove to\u00a0be very useful, more particularly for older students or for those who speak well and have good language skills.<\/p>\n

It can bypass writing or typing difficulties. Text creation as well as navigation about the computer can alleviate stress and\u00a0increase productivity significantly. It may take anything from a few weeks to many months to begin to become proficient. Every\u00a0situation is different and it does not cater to all students.<\/p>\n


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The most popular and accurate commercial software is Dragon Naturally Speaking Version 11 (MS Windows) and Dragon\u00a0Dictate for Mac (MAC OS X). SpeechQ works with WordQ and works well with some younger students.<\/p>\n

MS Windows Vista and Windows 7 have inbuilt voice recognition which is acceptable but not as accurate, flexible or easy to\u00a0master and train. DSpeech, a handy TTS program with a number of useful features, uses this speech engine –\u00a0http:\/\/dimio.altervista.org\/eng\/. For more detailed background and information, refer to Universal Access using Speech\u00a0Recognition at http:\/\/www.spectronicsinoz.com\/article\/universal-access-to-text-using-speech-recognition for more information\u00a0and background reading re this enabling technology.<\/p>\n

Irlen Syndrome<\/strong><\/p>\n

This is a recognised visual perception disorder and is often a causality of some dyslexia difficulties. Scotopic Sensitivity\u00a0Syndrome (http:\/\/en.wikipedia.org\/wiki\/Scotopic_sensitivity_syndrome) also known as Irlen Syndrome, can affect a student\u2019s\u00a0ability to read or even to \u2018see\u2019 the text in a meaningful manner. There are some useful software utilities in literacy support\u00a0software programs as well as some free apps, namely ssOverlay (the colour and transparency levels are adjustable, the app\u00a0is multi-monitor capable and can either be installed to the hard drive or used on a USB pen\/thumb drive), RapidSet and T-Bar\u00a0(see http:\/\/www.fxc.btinternet.co.uk\/assistive.htm ). The latter three can be accessed on a USB drive in AccessApps\u00a0(www.eduapps.org).<\/p>\n

Digital Devices and Peripherals<\/strong><\/h3>\n

Portable Scanners<\/strong><\/p>\n

A range of models and brands is available where the student or educator can quickly scan printed material. The device\u00a0converts type-face text into electronic text. These are usually low cost devices but can range from $60 to hundreds of dollars.\u00a0The text is transferred (usually via USB connections) to a computer and the text imported into a text based program, most\u00a0commonly a word processor. The \"9\"accuracy, speed and ease of use, plus weight and size,\u00a0need to be taken into account.<\/p>\n

Scanning or Reading Pens<\/strong><\/p>\n

These differ in as much as different models provide a number of solutions. Models can Figure\u00a09\u00a0\u00a0Scanning\u00a0Pen\u00a0capture 500 pages or more and recognise text from 6-22 point font size (bold, italic,\u00a0underlined, inverted text). Transferring data is easily achieved using USB. Optical character recognition is above 98%\u00a0accuracy (based on standard font and size average). Other settings for preference include settings for higher numerical and\u00a0inverted text recognition level. Some devices have spell checking, dictionary and homophone support as well as text-to-\u00a0speech output. They are portable and can be used anywhere.<\/p>\n

Digital Pens<\/strong><\/p>\n

Once again, there is choice in this emerging section of the digital market. Some models capture the text written and later\u00a0convert it to text (using OCR). Others record the audio as well and can play back a session, meeting, class or lecture using an\u00a0earpiece or headset directly from the device. Files can be saved and exported (via USB or a dedicated cradle) to a computer\u00a0and reviewed in software programs that are bundled with each specific digital pen model. These files can be saved as PDF\u00a0files or as Flash movies. The audio and typed\/scribbled text is synced. Lessons can be replayed and studied after an event,\u00a0second by second. These devices come configured as 2GB or 4GB models and are becoming more and more sophisticated.\u00a0Other models work with Interactive Whiteboards. An excellent series of reviews is available in the latest Online Newsletter\u00a0(Volume 10, Issue 1) from Queensland. It is a very interesting and practical ICT newsletter for Inclusive Technology and can\u00a0be downloaded freely as a PDF file from: http:\/\/www.learningplace.com.au\/default_community.asp?orgid=121&suborgid=402 .<\/p>\n

Digital Voice Recorders<\/strong><\/p>\n

Brands include Olympus, Sony, Sanyo and Panasonic as well as some cheaper generic brands (e.g. Dick Smith). These\u00a0small, discrete devices provide data entry via voice. They record up to 200 or more hours of voice recording. Folders are\u00a0available to store different types of voice recordings or have areas set aside for different purposes (e.g. a maths organisation\u00a0and planning or literacy folder). Most models will have a counter (hours, minutes and seconds), record and play, fast forward\u00a0and rewind, speed (fast or slow playback) as well as volume controls, headset and microphone plugs. Most now are USB\u00a0based. Sound is recorded in WAV or MP3 file format.<\/p>\n

Planning essays, remembering facts and creating text can be made easy by simply recording ideas and then playing them\u00a0back once, or repeatedly. Students can write type or take notes from their own sound recordings, or those taken by support\u00a0workers, teachers or other students.<\/p>\n

The more advanced (and costly) devices can now be used with the latest version of Dragon Naturally Speaking and Dragon\u00a0Dictate for Mac. Once a user has created a voice profile in their software, they can record voice files and then import and\u00a0convert their voice into text. It saves time and effort and is extremely empowering.<\/p>\n

Audio Recording Devices<\/strong><\/p>\n

Similar to Digital Voice Recorders but could simply be a device such as a PDA (Palm or HP\u00a0model), mobile phone, iPod Touch, iPad, digital tablet, eBook reader or other device that\u00a0records and saves sound. Formerly cassette recorders and Sony Walkmans were used with\u00a0cassette tape, normal or mini tape sized. These are still useful but tapes need to be managed\u00a0and kept in an orderly fashion. The digital devices are easier to manage, carry and operate.<\/p>\n

IPad, iPod Touch, IPhone<\/strong><\/p>\n

These Apple devices represent an emerging set of digital tools that require apps to be\u00a0downloaded, normally using an iTunes account. \"10\"Many smaller apps are available at little or\u00a0no cost, with Dragon recently releasing a Voice Recording app for free. It requires access to\u00a0the web though, for translation to text. Apps to accomplish all manner of tasks are appearing Figure\u00a010\u00a0iPod\u00a0Touch\u00a0and students enjoy using them as they are perceived and readily accepted as being\u00a0mainstream technology , without any associated stigma.<\/p>\n

More and more apps are being released for all note taking, mind mapping, data collection, online storage and retrieval (e.g.\u00a0Dropbox and Evernote), PDF access, productivity tools, online literacy supports such as dictionary, thesaurus and spell check\u00a0resources. Web access is the key, with Web 2 tools being used daily in classrooms. They will continue to mature and offer\u00a0greater scope and flexibility for students with learning disabilities.<\/p>\n

Digital Tablets<\/strong><\/p>\n

Other vendors are introducing and releasing other competing models, with the Android or MS Windows 7 operating system.\u00a0Over time, competition will witness more apps, and many will compete with the current offerings. New genres will undoubtedly\u00a0appear and new applications will cater to different needs and learning styles. Devices currently range in size (from 5\u201d up to 10\u201d\u00a0models), all being wireless and most having 3G connectivity.<\/p>\n

It is the breadth and scope of apps that will determine market acceptance. The application to students with different access,\u00a0communication and especially learning styles will be the critical factor, as well as the support in schools.<\/p>\n

Graphics Tablets<\/strong><\/p>\n

\"11\"These devices are normally used as tools for graphic artists but are popular in many schools as the\u00a0students use a stylus, rather than a mouse, for pointing and text entry. Students who are practicing\u00a0handwriting or who are more competent writing than typing can use the tablet with Handwriting.<\/p>\n

Recognition software. It will convert their writing to text. Some WACOM models are bundled with educational software\u00a0(http:\/\/www.wacom.com\/productinfo\/ ). Wacom\u00a0graphics\u00a0tablet<\/p>\n

EBook Readers<\/strong><\/p>\n

These devices range in price, functionality and features. Sizes once again range from small and\u00a0discrete to book-size models. Features \"12\"vary but all provide electronic access to books and other\u00a0literature, some including online newspapers, magazines and articles. Models boast features such\u00a0as MP3 playback, voice recording, additional memory upgrade (e.g. SD or mini SD memory cards),\u00a0wireless connectivity and\/or USB ports, auto download and\/or purchase of content directly from the\u00a0web (e.g. Amazon), multiple eBook format capability (ePub, PDF, HTML, PDF etc) as well as font\u00a0size, background colour, screen display and accessibility features. Costs vary as well as the cost of\u00a0the books downloaded, and more importantly, the range, suitability and extent of content.<\/p>\n

Digital Cameras<\/strong><\/p>\n

Software exists to scan photos and convert imbedded text into electronic, editable text. SnapReader Figure\u00a012\u00a0Kindle\u00a0eBook\u00a0Toolkit (http:\/\/www.topocr.com\/index.html ) is a low cost application that will convert an image to models\u00a0text, quickly and accurately. Students can take a photo using a digital camera or phone, and then\u00a0transfer it to a computer and have the software extract the required text. It can then be voiced, saved, re-edited and\u00a0reversioned to a preferred format.<\/p>\n

USB Pen and Thumb Drive Apps<\/strong><\/p>\n

EduApps (www.eduapps.org ) from the Regional Support\u00a0Centre in Scotland NE is a collection of software that\u00a0caters directly to students with learning disabilities.\u00a0AccessApps and LearnApps include software applications that run directly from USB drives. They are free, open source\u00a0programs that will operate on any MS Windows computer, Notebook or Netbook. There are up to 50 programs, some of which\u00a0will be suitable for tasks undertaken by students who are dyslexic or have difficulty with print.<\/p>\n

\"13\"<\/p>\n

MyStudyBar is a literacy support tool with fourteen (14) applications that run from a Flash based menu from an external drive,\u00a0USB drive or copied to a hard disk\/server. Programs include TTS, Speech Recognition, mind mapping, note taking, dictionary,\u00a0planning and organizational tools, vision and reading supports.<\/p>\n

Create&Convert allows users to create alternate formats (e.g. text to DAISY or audio to text). It has video file support guiding\u00a0users as to how to reversion content into amenable formats. It also contains free, open source software.\u00a0A recent initiative is the MS Word WordBar resource. It is an extremely useful tool. The Accessible Formatting WordBar can\u00a0be used by students, parents and educators who wish can create accessible MS Word documents. This is easily achieved\u00a0using their innovative free WordBar.<\/p>\n

Early Intervention<\/strong><\/h3>\n

Speech and Language Pathology<\/strong><\/p>\n

It is advised, for younger students, to consult with and organise the services of a Speech and Language Pathologist. The\u00a0software dedicated to therapy, diagnosis, intervention and support for students with reading, writing and speech difficulties is\u00a0maturing and broadening with more choice. Specific software used in therapy differs from productivity and learning software\u00a0genres. Educational software is used by educators and in classrooms whereby tailored therapy tools need to be used within\u00a0different context and parameters.<\/p>\n

Tutors and Therapists<\/strong><\/p>\n

Tutors might use a range of different online and offline software programs to enhance reading and writing, including spelling,\u00a0phonics, reading, comprehension, punctuation, vocabulary building and other types of literacy software. These might present\u00a0tasks that are drill and practice based, open ended, structured lessons or sequential building blocks of tasks. Programs that\u00a0support younger students include Clicker 5, TextEase Studio CT, Pages, WriteOnline, ClozeMaker Pro, Word Shark V4, Word\u00a0Wizard, Phonics Alive Series and many others.<\/p>\n

Literacy Software Genres<\/strong><\/p>\n

\u2022 Spelling software<\/p>\n

\uf0fc WordShark V4; Worde Wizard; StarSpell 3; Two Wise Owls; CatchUp 1 & 2; Ginger; Ghotit;<\/p>\n

\u2022 Phonics Software<\/p>\n

\uf0fc Letterland; Clicker Phonics; Letter Olympics-Primary; The Track Series (Primary & Sec titles); Phonics Alive!; Phonics First;<\/p>\n

\uf0fc\u00a0Reading Freedom; Reading Works; Reading Doctor \u2013 ReadingSounds 1 Pro;<\/p>\n

\u2022 Reading software<\/p>\n

\uf0fc Read On; Spinout Stories; Read:Aloud; Lexia Reader, Microsoft Reader (free); Merit Software; Read to Learn;<\/p>\n

\u2022 Literacy Support<\/p>\n

\uf0fc TextHelp Read & Write; ClaroRead V5 PC and V4 MAC; Kurzweil 3000; Wynn Wizard; Medialexie Toolbar<\/p>\n

\u2022 Word Prediction<\/p>\n

\uf0fc Co:Writer V6; Penfriend XP; Soothsayer; WordQ2;<\/p>\n

\u2022 Commercial Text to Speech<\/p>\n

\uf0fc ReadAloud, BrowseAloud, TextAloud; SwiftTalker; Agent Reader;<\/p>\n

\u2022 Free TTS<\/p>\n

\uf0fc Balabolka; DSpeech; Natural Reader V9; Orato ; ReadPlease 2003; eSpeak; iSpeech (free online tool)<\/p>\n

\u2022 Voiced web browsers and add-ons<\/p>\n

\uf0fc TextAloud in Mozilla Firefox); FastBrowser;<\/p>\n

\u2022 EduApps (www.eduapps.org)<\/p>\n

\uf0fc MyStudyBar<\/p>\n

\uf0fc AccessApps, TeachApps, LearnApps and MyApps<\/p>\n

\uf0fc MyVisBar; MyAccess; Create&Convert; MS Word \u2013 Accessible Formatting WordBar<\/p>\n

\u2022 Maths and Numeracy<\/p>\n

\uf0fc Number Shark V4; Maths Wiz; Math Mania; Number Track Primary; 2Calculate; Talking Calculator (free)<\/p>\n

Suppliers:<\/strong><\/p>\n

Spectronics<\/p>\n

www.spectronicsinoz.com<\/p>\n

 <\/p>\n

Edsoft<\/p>\n

www.edsoft.com.au<\/p>\n

 <\/p>\n

Quantum Technology<\/p>\n

www.quantumtechnology.com.au<\/p>\n

 <\/p>\n

East-West<\/p>\n

www.east-west.com.au<\/p>\n

 <\/p>\n

2Simple Software<\/p>\n

www.2simple.com.au<\/p>\n

 <\/p>\n

Ideal Resources<\/p>\n

www.ideal_resources.com.au<\/p>\n\n","protected":false},"excerpt":{"rendered":"

Learning Disabilities, Dyslexia & Print Difficulties: Inclusive Technology Overview Computer software and devices provide solutions for students that have difficulty reading or accessing text, either electronic (computergenerated) or as hard copy (printed). New and emerging devices including iPod Touch models, iPads, eBook Readers and even Smart Phones and Mobile Phones...
Continue reading...<\/a>","protected":false},"author":2164,"featured_media":15687,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[89],"tags":[],"class_list":["post-2166","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-tech-tools-and-ict"],"acf":[],"jetpack_publicize_connections":[],"_links":{"self":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/2166","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/users\/2164"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/comments?post=2166"}],"version-history":[{"count":5,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/2166\/revisions"}],"predecessor-version":[{"id":5907,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/2166\/revisions\/5907"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/media\/15687"}],"wp:attachment":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/media?parent=2166"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/categories?post=2166"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/tags?post=2166"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}