# Load2Learn, Alternative Formats and Affordable Technologies for Dyslexic Readers

Canonical page: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014

- Talk date: 2014 (year only; exact date not established)
- SlideShare upload: 2014-03-28 (upload date, not the delivery date)
- Event: BDA International Conference 2014
- Place: Not established
- Topics: Access & reading
- Language: en
- Slides in the original listing: 42
- Coverage: Full text in 42 reading sections. The 42 original pages are a separate sequence: no verified map links sections to pages.
- Original listing: https://www.slideshare.net/slideshow/l2l-alternative-formats-and-affordable-tech-bda-2014/32840998
- Cover image: https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-01.png
- Reader data (JSON): https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/presentation.json
- TalkWeaver package (outline and images, ZIP): https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014/load2learn-alternative-formats-affordable-technology-2014-talkweaver.zip
- TalkWeaver outline: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014/talkweaver/load2learn-alternative-formats-affordable-technology-2014-outline.md

## Section 1: , Alternative Formats and Affordable Technologies for Dyslexic Readers

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-1

![Dyslexia Action — Taking Action, Changing Lives.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image2.png)

Dominik Lukeš

BDA International Conference 2014

## Section 2: What technology do you use to support your learners?

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-2

Help to improve literacy skills?

Help in their every-day access to text?

## Section 3: What do we know about reading difficulties?

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-3

Many children are **able to understand but just cannot read**

- This leads to **learnt helplessness**
- Inability to access text effects **behaviour and attendance**

There is a need to develop **independence** from both the learner and the school

## Section 4: What is the answer?

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-4

Research has demonstrated that the use of **accessible formats can support pupils** with **a print disability** in becoming **independent learners**, reducing their reliance on adult support.

## Section 5: Key new terms to remember

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-5

- **Print disability**: New term covering existing disabilities and reflected in copyright regulation.
- **Accessible documents**: Can be modified to suit learners’ needs and can be converted into alternative formats.

## Section 6: Print disability – what is it?

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-6

What do you understand when you hear the words “**print disability**”?

## Section 7: Definition and legal provisions for print disabilities

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-7

> “A print-disabled person is anyone for whom a **visual, cognitive or physical disability hinders the ability to read print**. This includes all **visual impairments**, **dyslexia**, and any **physical disabilities** that prevent the handling of a physical copy of a print publication.” -- **CLA License**
>
> (CLA License, <http://www.cla.co.uk/data/pdfs/print_disability/cla_guidelines_for_the_pdl_aug10.pdf>)

## Section 8: Key provisions

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-8

- Make an **accessible copy of a document** for a print disabled person under the **CLA PD Licence**
- **Accessible document**: large print, electronic copy, audio version (MP3), Braille
- Unless a **commercial alternative** exists
- **Not derogatory** or changing author’s intention
- Must **own physical copy** of the book

## Section 9: Question for teachers:

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-9

**How many** **print disabled students** are there in an average classroom?

## Section 10: Accessible documents

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-10

1.  **Modification** of font colour, font type, font size, background colour (PDF, Word)
2.  **Structured documents** with easy navigation (Word, PDF)
3.  **Changing a sense to audio**
    - **Audio books**
    - **Text-to-speech** (Voices, Software)
    - **Audio and text linked** (DAISY, WordTalk)

## Section 11: Introducing Load2Learn

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-11

![Load2Learn, delivered by Dyslexia Action and RNIB.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image3.jpeg)

Project to create an online resource of **downloadable** adapted (secondary) **curriculum books and images** for learners with print disabilities.

![Dyslexia Action — Assessment, Education, Training.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image4.png)

![RNIB.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image5.gif)

## Section 12: Load2Learn (free for schools)

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-12

![Load2Learn search results for GCSE geography, showing textbook covers and Word and PDF formats.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image6.png)

## Section 13: Curriculum Documents (textbooks)

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-13

![A geography textbook in Word with a heading navigation pane and a chemical weathering section; a picture is marked Image—no description.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image7.png)

## Section 14: Simplified images

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-14

**Simplified tactile images** (not just for visually impaired)

![A wave with wavelength marked between successive crests and between successive troughs.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image8.png)

![Simplified chest diagram with lungs, ribs and an arched red diaphragm; arrows point inward within the lungs.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image9.png)

## Section 15: Training Materials

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-15

![Load2Learn training video paused on a slide about making large-print documents with two keyboard shortcuts; closed captions are on.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image10.png)

<http://load2learn.org.uk/training/>

## Section 16: Cue Cards for Computer Productivity and accessibility

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-16

[http://Load2Learn.org.uk/training/cuecards](http://Load2Learn.org.uk/Training/CueCards)

## Section 17: Solution 1: Text and document modification

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-17

![Adobe Reader at 300% zoom, displaying large green text on black; an arrow points to the zoom control.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image12.png)

- **Font choice**
- **Font size**
- **Screen zoom**
- **Text colours**
- **Line spacing**
- **Alignment**

## Section 18: E-books

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-18

![An e-reader displaying text beside a stack of printed books.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image13.png)

**eReading Devices**\
Kindles, Tablets, Phones

## Section 19: Reading on e-Readers

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-19

Response from student in study carried out by Larson (2010) into the use of e-books:

> "I would **rather read an e-book** \[than a regular book\] because there are **so many cool tools** to use and choose from. I still haven't used them all, and **I'm done with the book**."

## Section 20: Opportunities from e-Readers

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-20

> ‘Digital readers show promise in supporting struggling readers through **multiple tools** and features, including manipulation of **font size**, **text-to-speech** options, expandable **dictionary**, and **note capabilities**.’ (Larson, 2010, p.15).

## Section 21: Evidence for Kindles and iPods

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-21

> ‘**reading** that is done **on a Kindle** or listened to **on an iPod is just as valid and valuable as reading printed texts**’ (Moyer, 2011, p.255)

> ‘\[teachers can\] offer their adolescent students another medium to read and experience literature in their classrooms. With the **availability of iPods** and similar audio devices, **bringing the audiobook into the classroom becomes very simple and inexpensive**’ (Wolfson, 2008, p.111).

## Section 22: Solution 2: Structured documents

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-22

![Word document with a heading navigation pane beside a definition of print disability, showing how headings enable navigation.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image14.png)

- All sections have titles marked with **Heading styles**
- **Word** documents, **PDFs**, **Web** Pages

## Section 23: Structured documents save lives

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-23

- Navigate
- Outline
- Map

## Section 24: Structured documents big picture

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-24

![Annotated Word screenshot: apply Heading 1–9 styles to section titles, open the Navigation Pane under View, and insert an automatically generated table of contents under References.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image15.png)

## Section 25: Solution 3a: Audio – Reading with your ears

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-25

![VLC playlist of Animal Farm MP3 files with playback controls and individual track durations.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image16.png)

## Section 26: Evidence for Audio Books

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-26

- Boys found **audio-reading enjoyable** and their self-confidence as readers improved.
- ‘a marked **reduction in the quantity of errors** … when reading independently’
- The **boys found audio reading was relatively effortless** yet they perceived that they were **reading books appropriate to their age** and **could read ‘hard words’** like their peers (Byrom, 1998, p.5)

## Section 27: Audio books and performance

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-27

The effects of a CD-ROM audio textbook on the academic performance of secondary students in history lessons: **using the audio text students ‘performed significantly higher** on context area assessments than students in the control condition’ (Boyle et al, 2003, p. 203).

## Section 28: Audio books in the classroom

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-28

Furthermore, **teachers** that participated in the study also **reported the benefits** of student’s utilising audio-books within a **classroom environment**:

> ‘Students used the technology to access **additional history readings** as well as **other available relevant academic textual material** (e.g. additional history text, other subjects such as science and citizenship). This technological support allowed the **teachers to provide** **greater assistance** to students experiencing difficulties accessing higher-level print material’ (Boyle et al, 2003, p.213).

## Section 29: Audio books at home

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-29

parents reported that audio-books appeared to have ‘a **positive influence in reducing emotional– behavioural problems**’

and that the use of audio-books within the home environment appeared to **reduce their child’s sense of frustration** and distractibility attributed to **greater ease in studying**. (Milani et al, 2003, p.93)

## Section 30: Audio as spectacles

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-30

> ‘By the same token that **some children require** **spectacles** to enable them to read a book, **others may require an** **audio tape** to enable them to read the same book in order that they might all contribute to a stimulating discussion about the content’ (Byrom, 1998, p. 6)

> ‘Today some of these **people with dyslexia** even **regard the computer** as their **equivalent to the glasses of the weak-sighted**’. (Tank & Frederikson, 2007, p.947)

## Section 31: Portable audio

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-31

**Portable audio devices**\
(phones, MP3 players, iPods)

![A portable Sony media player with wired earphones.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image17.png)

## Section 32: Audio notetaking

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-32

**Speech recognition** and other ways of **audio note taking**\
(Nuance, AudioNotetaker, PulsePen)

![Dragon NaturallySpeaking speech recognition software box with the words Turn Talk into Text.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image18.png)

![Small screenshot of Sonocent Audio Notetaker with coloured audio segments and a slide pane; finer interface text is not legible at this resolution.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image19.png)

![A hand using a digital pen on a spiral notebook containing handwritten notes and a pyramid sketch.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image20.png)

## Section 33: Evidence for audio note taking

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-33

> ‘By using the note tool, they engaged in **new literacy practices by envisioning new ways to access their thought processes** to engage in spontaneous, instantaneous response to the e-books’ (Larson, 2009, p. 256)

## Section 34: What do you do for your learners?

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-34

Do you recommend your students

- **audio books**?
- **podcasts**?

## Section 35: What do you do for yourself?

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-35

Do you listen to

- **audio books**?
- **podcasts**?

## Section 36: Solution 3b: Text to speech

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-36

![Balabolka text-to-speech window with voice selection, rate and pitch controls above a document about WordTalk.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image21.png)

- Synthetic **voice**\
  (Anna, Brian, Jess, Jack, …)
- Reader **software** (Balabolka, WordTalk)

## Section 37: Evidence for text to speech

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-37

Students took their SQA standard grade examinations in ‘Accessible PDF’ format.

- Staff praised “**independence** offered by the electronic format.”
- Students “all found them **easier to use than a scribe.**”
- “**mean score** was 8.93 compared with 8.00 for scribes.” (Nisbet et al, 2005, p.1)

## Section 38: More evidence for text to speech

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-38

- Text to speech can ‘**relieve the burden of decoding** for struggling readers, allowing them to **focus on comprehension**.’ (Wise, Ring, and Olson, 2000).
- students ‘could **double or triple the time** that they could **sustain reading**’ (Elkind et al, 1996, p.160).

## Section 39: Solution 3c: Text and audio linked

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-39

![AMIS DAISY reader with a navigable contents tree and a highlighted sentence in the What is DAISY? section.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image22.png)

- Structured document linking audio and text.
- Text is highlighted in sync with audio

## Section 40: Evidence for DAISY

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-40

> ‘Research by Allinder, Dunse, Brunken, and Obermiller-Krolikowski (2001) and Meyer and Felton (1999) confirms that **highlighting text as it is spoken can help learners pay attention and remember more’** (cited in Silver-Pacuilla and Fleischman, 2006, p. 84)

## Section 41: More evidence for DAISY

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-41

Lewandski and Montali (1996) studied ‘the learning of poor readers and skilled readers who were both taught through a text-to speech application with simultaneous on-screen highlighting of the spoken word’ and found that **experiencing the text bimodally** (visually and aurally) **enabled poor readers to perform as well as skilled readers in word recognition** and retention.

## Section 42: WordTalk Free and Easy Solution

Cite: https://slides.dominiklukes.net/load2learn-alternative-formats-affordable-technology-2014#section-42

![Annotated WordTalk toolbar under Word Add-Ins: read whole text, paragraph, sentence, word or selection; stop speech and use spell checking with synonyms. Spoken text is highlighted. Settings include voice, volume, speed, highlight colour, keyboard shortcuts and typing echo.](https://slides.dominiklukes.net/readers/load2learn-alternative-formats-affordable-technology-2014/media/image23.png)

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Collections: [Reading, writing and accessibility](https://slides.dominiklukes.net/?collection=access)