Proponents of universal design for learning advocate for the use of electronic texts as they are flexible in terms of adjusting text size, background colour and can be read aloud by the computer (Flores, 2008; Hitchcock & Stahl, 2003; Rose & Meyer, 2006). Bearing in mind the needs of our grade two audience with emerging literacy skills, we feel that it is essential for our students to have the ability to have the text read aloud to them to help foster independent learning and improve reading comprehension for all students. The iPad has a built-in text to speech feature called Speak Selection. In order to use this, it must first be turned on in the accessibility settings on the iPad. Then a student can highlight and select the text they wish to have read aloud and press “Speak”. This built in text to speech feature on the iPad also highlights the text which is cited as a key feature aiding reading and listening comprehension (Coyne, Pisha, Dalton, Zeph and Cook Smith, 2012; Larson, 2009).
Additionally, Douglas, Ayres, Langone, Bell and Meade (2009) report that computerized text to speech is just as effective as using a human voice recording and we plan to model the use of the built in speak selection on the iPad. However, Shannon and I decided to also include voice recordings of the text. As many of the students in my school district use iPads for reading PDFs and other electronic texts. I often see children, especially young children who struggle with fine motor skills, select the text to be read aloud. Many find this process cumbersome and give up after several attempts. We have included a speaker icon, which when pressed, reads aloud the corresponding passage. We feel that the inclusion of a speaker icon will improve accessibility for all children and also provides a choice of how to have the text read aloud.
References
Coyne, P., Pisha B., Dalton, B., Zeph, L.A. & Cook Smith, N. (2012). Literacy by design:
A Universal design for learning approach for students with significant intellectual
disabilities. Remedial and Special Education, 33(3), 162-172.
doi:10.1177/0741932510381651.
Douglas, K., Ayres, K, Langone, J, Bell, V. & Meade, C. (2009). Expanding literacy for
learners with intellectual disabilities: The role of supported eText. Journal of
Special Education Technology, 24(3), 35-44. Retrieved from
http://www.tamcec.org/jset/
Flores, M. M. (2008). Universal design in elementary and middle school: Designing classrooms and instructional practices to ensure access to learning for all students. Childhood Education, 84(4), 224-229. doi:10.1080/00094056.2008.10523013
Hitchcock, C., & Stahl, S. (2003). Assistive technology, universal design, universal design for learning: Improved learning opportunities. Journal of Special Education Technology, 18(4), 45-52. Retrieved from http://www.tamcec.org/jset/
Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response.
The Reading Teacher, 64, 15-22. doi:10.1598/RT.64.1.2
Rose, D.H. & Meyer, A. (2006). A Practical Reader in Universal Design for Learning. Cambridge, Massachusetts: Harvard Education Press.
Additionally, Douglas, Ayres, Langone, Bell and Meade (2009) report that computerized text to speech is just as effective as using a human voice recording and we plan to model the use of the built in speak selection on the iPad. However, Shannon and I decided to also include voice recordings of the text. As many of the students in my school district use iPads for reading PDFs and other electronic texts. I often see children, especially young children who struggle with fine motor skills, select the text to be read aloud. Many find this process cumbersome and give up after several attempts. We have included a speaker icon, which when pressed, reads aloud the corresponding passage. We feel that the inclusion of a speaker icon will improve accessibility for all children and also provides a choice of how to have the text read aloud.
References
Coyne, P., Pisha B., Dalton, B., Zeph, L.A. & Cook Smith, N. (2012). Literacy by design:
A Universal design for learning approach for students with significant intellectual
disabilities. Remedial and Special Education, 33(3), 162-172.
doi:10.1177/0741932510381651.
Douglas, K., Ayres, K, Langone, J, Bell, V. & Meade, C. (2009). Expanding literacy for
learners with intellectual disabilities: The role of supported eText. Journal of
Special Education Technology, 24(3), 35-44. Retrieved from
http://www.tamcec.org/jset/
Flores, M. M. (2008). Universal design in elementary and middle school: Designing classrooms and instructional practices to ensure access to learning for all students. Childhood Education, 84(4), 224-229. doi:10.1080/00094056.2008.10523013
Hitchcock, C., & Stahl, S. (2003). Assistive technology, universal design, universal design for learning: Improved learning opportunities. Journal of Special Education Technology, 18(4), 45-52. Retrieved from http://www.tamcec.org/jset/
Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response.
The Reading Teacher, 64, 15-22. doi:10.1598/RT.64.1.2
Rose, D.H. & Meyer, A. (2006). A Practical Reader in Universal Design for Learning. Cambridge, Massachusetts: Harvard Education Press.