Back to basics: Edtech to help dyslexic pupils
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This document discusses how educational technology can help students with dyslexia and other specific learning difficulties. It focuses on how text-to-speech technology can support reading, writing, and spelling skills by allowing students to listen to text being read aloud. While such technology is available through free and paid tools, many teachers are hesitant to use it due to perceived costs, reliability issues, or lack of training. However, studies show that text-to-speech can improve reading speed, comprehension, spelling, behavior, confidence, and independence for students when used regularly. The document provides resources for teachers to learn more about integrating assistive technologies.
Back to basics: Edtech to help dyslexic pupils
- 1. Back to Basics: Edtech to help dyslexic pupils Abi James British Dyslexia Association University of Southampton @abijames
- 2. Dyslexia & Specific learning difficulties (SpLD) - The neuro- diverse learner: Difficulties with organisation, processing, working memory, concentration, time, direction, perception, sequencing. SpLD Dyslexia Dyspraxia (DCD) Dyscalculia AD(H)D
- 4. What technology makes a difference? Use mind maps, word banks and graphics tools to support the writing process Organisation, Planning Support reading and writing through listening to text Text to Speech Reduce the stress of writing through typing and editing tools including spell checkers Word processingUse dictation to compose and edit text Speech recognition
- 5. Text to speech • Supports reading and spelling skills, highlight when reading helps with tracking and understanding • Can be used as a reader access arrangement in GCSE including English Range of tools available: • Built in e.g. “Speak selection” in Microsoft Office and iOS • Free software e.g. MyStudybar and browser add-ons e.g. ClaroRead for Chrome • Assistive tools e.g. Crick DocsPlus, Texthelp Read&Write
- 6. So why isn’t everyone using text to speech in the classroom? • There are free, low-cost or commercial tools; balance the different levels of support and features against your budget • Training is important for everybody, staff, pupils and home support. We don’t expect to learn to read in a day… It costs too much It’s not reliable I don’t know how to use it My pupils can’t type fast enough
- 7. So why isn’t everyone using text to speech in the classroom? • Not everyone likes technology • Find your tech champions, • Leadership from the top helps • Watch out for stigma • Lots of help with digital learning resources • RNIB Bookshare, free ebook repository for pupils with print disabilities • free and low-cost apps e.g. Microsoft OfficeLens, Claro ScanPen • Curriculum resources built into talking apps e.g. Crick Software My pupils don’t like it I can’t get books onto the computer
- 8. Does it make a difference? ↑Reading speed ↑Reading comprehension ↑Spelling ↑Behaviour ↑Confidence ↑Independence Studies using text to speech have shown sustained improvements in:
- 9. What next? More information and resources: http://bit.ly/BDA-BETT2018 Abi James @abijames a.james@soton.ac.uk Sector advice: • CallScotland • JISC Accessibility (FE/HE) http://www.bdadyslexia.org.uk/