Assistive Technology for

Reading
BY CIERRA, ALYSE, KATHYRN

AT CONTINUUM

Book
adapted
for access
Standard
text

Handheld
device to read
individual
words

Low-tech
modifications
to text

Use of
pictures/
symbols
with
text

Electronic
text

Modified
electronic text

Text
reader

Text reader with

Study Skill support

Scanner with
OCR and text
reader

Low Tech

Low Tech Standard Text, Book adapted for access, Low-tech Modifications
to text

reading guides

Changing readability text by replacing words with easier synonyms

Marking text with vital information

Larger

text

Use color by highlighting

Balance of Independent Reading

Talking Dictionaries

Reading pens

WHO CAN USE THIS?

The use of technology to enhance learning is an effective approach for

many children. Additionally, students with LD often experience greater
success when they are allowed to use their abilities (strengths) to work
around their disabilities (challenges). AT tools combine the best of both
of these practices.

Dyslexia

Reading programs

Mid-Technology
Mid

Tech

Handheld device to read individual words

Use of pictures/symbols with text

Electronic Text
Modified Electronic Text

Autism, Autism spectrum disorder, anyone who needs to accommodate

their needs

Examples

Magnifying glass

Flip books

IPad/ kindle

Reading apps

High Technology
High

tech

Text reader

Scanner with OCR and text reader

Text Reader with Study Skill support

Students who would need these serve (reading) learning disabilities,

the blind or those with difficulty seeing

Examples

Kurzweil

Software such as Cuneiform and Tesseract use a two-pass approach to

character recognition.

Apps

Variable speed tape recorders-Independent living aids, MaxiAids

Optional Character Recognition- allows a user to scan a printed

material into a computer and the text is read aloud via a speech
synthesis

Audio books and publications

Audible.com, Bookshare, Learning Ally

Your childs profile

Factors to consider when evaluating AT products:

What are her specific needs and challenges? In what academic skill
areas does she struggle?

What are her strengths? AT should utilize your child's abilities to help
compensate for her disability.

What is her interest, skill and experience in using technology? In what

settings and situations will she use the AT tool? AT can help a child with
LD function better at school as well as in other settings such as home,
work, social gatherings and recreational events.

Scenario-What would you do?

Jamie is in second grade, and has been struggling in her

reading class. It takes her a significantly longer than her
peers. When asked about it, she said the words seem
fuzzy and hard to make out. Based on what Jamie
told you, what would be your next step as her teacher.
What do you think is her problem? What could be given
to her to help her read at higher level?

Discuss among yourselves

Solution

After talking to Jamie`s parents they decided to take her to the eye
doctor. The eye doctor has discovered that Jamie needs reading
glasses.

Where would you put this on the AT Cont.? If she had been diagnosed with
dyslexia, what would your next step be as her teacher?

Sources

http://www.greatschools.org/gk/articles/reading-tools/

http://www.readingrockets.org/article/assistive-technology-kids-learning
-disabilities-overview

http://www.wati.org/content/supports/free/pdf/Ch7-Reading.pdf

http://www.ldonline.org/article/33077

Mentoring Minds