Assistive Technology for Reading and Writing
Reading Supports
Match tools to the barrier. For decoding/fluency, consider text-to-speech, audiobooks, and accessible formats. For comprehension, consider graphic organizers, text simplification, and vocabulary supports. For visual access, magnification and contrast adjustments. For physical access to print, page-turners and book stands. Distinguish access to content (AIM, audio) from skill-building (phonological instruction)-AT often compensates while instruction remediates.
Writing Supports
Break writing into transcription (handwriting, spelling, keyboarding) and composition (generating and organizing ideas). Tools include word prediction, speech recognition, graphic organizers, spell/grammar checkers, portable note-takers, and adapted keyboards or grips. Consider the process (planning, drafting, editing) and the product demands.
Traps
- Recommending a high-tech writing tool when the student lacks keyboarding fluency-transcription won't improve if the access skill is weak.
- Confusing compensation with remediation; questions may ask which is appropriate given the goal.
- Ignoring the writing task's audience and format (essay vs. worksheet).
Worked Example
A student with dyslexia reads slowly and avoids writing. Reasonable AT: text-to-speech for reading access plus word prediction and speech recognition for composition, paired with explicit keyboarding instruction if needed.
Rule of Thumb
Identify whether the barrier is access, fluency, or composition, then select the tool that targets that specific stage.