{
  "title": "Load2Learn, Alternative Formats and Affordable Technologies for Dyslexic Readers",
  "sections": [
    {
      "id": "section-1",
      "title": "Load2Learn, Alternative Formats and Affordable Technologies for Dyslexic Readers",
      "level": 2,
      "headingHtml": "<img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image1.jpeg\" alt=\"Load2Learn\" loading=\"lazy\">, Alternative Formats and Affordable Technologies for Dyslexic Readers",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image2.png\" alt=\"Dyslexia Action — Taking Action, Changing Lives.\" loading=\"lazy\"></p><p>Dominik Lukeš</p><p>BDA International Conference 2014</p>"
    },
    {
      "id": "section-2",
      "title": "What technology do you use to support your learners?",
      "level": 2,
      "headingHtml": "What technology do you use to support your learners?",
      "html": "<p>Help to improve literacy skills?</p><p>Help in their every-day access to text?</p>"
    },
    {
      "id": "section-3",
      "title": "What do we know about reading difficulties?",
      "level": 2,
      "headingHtml": "What do we know about reading difficulties?",
      "html": "<p>Many children are <strong>able to understand but just cannot read</strong></p><ul><li>This leads to <strong>learnt helplessness</strong></li><li>Inability to access text effects <strong>behaviour and attendance</strong></li></ul><p>There is a need to develop <strong>independence</strong> from both the learner and the school</p>"
    },
    {
      "id": "section-4",
      "title": "What is the answer?",
      "level": 2,
      "headingHtml": "What is the answer?",
      "html": "<p>Research has demonstrated that the use of <strong>accessible formats can support pupils</strong> with <strong>a print disability</strong> in becoming <strong>independent learners</strong>, reducing their reliance on adult support.</p>"
    },
    {
      "id": "section-5",
      "title": "Key new terms to remember",
      "level": 2,
      "headingHtml": "Key new terms to remember",
      "html": "<ul><li><strong>Print disability</strong>: New term covering existing disabilities and reflected in copyright regulation.</li><li><strong>Accessible documents</strong>: Can be modified to suit learners’ needs and can be converted into alternative formats.</li></ul>"
    },
    {
      "id": "section-6",
      "title": "Print disability – what is it?",
      "level": 2,
      "headingHtml": "Print disability – what is it?",
      "html": "<p>What do you understand when you hear the words “<strong>print disability</strong>”?</p>"
    },
    {
      "id": "section-7",
      "title": "Definition and legal provisions for print disabilities",
      "level": 2,
      "headingHtml": "Definition and legal provisions for print disabilities",
      "html": "<blockquote><p>“A print-disabled person is anyone for whom a <strong>visual, cognitive or physical disability hinders the ability to read print</strong>. This includes all <strong>visual impairments</strong>, <strong>dyslexia</strong>, and any <strong>physical disabilities</strong> that prevent the handling of a physical copy of a print publication.” -- <strong>CLA License</strong></p><p>(CLA License, <a href=\"http://www.cla.co.uk/data/pdfs/print_disability/cla_guidelines_for_the_pdl_aug10.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.cla.co.uk/data/pdfs/print_disability/cla_guidelines_for_the_pdl_aug10.pdf</a>)</p></blockquote>"
    },
    {
      "id": "section-8",
      "title": "Key provisions",
      "level": 2,
      "headingHtml": "Key provisions",
      "html": "<ul><li>Make an <strong>accessible copy of a document</strong> for a print disabled person under the <strong>CLA PD Licence</strong></li><li><strong>Accessible document</strong>: large print, electronic copy, audio version (MP3), Braille</li><li>Unless a <strong>commercial alternative</strong> exists</li><li><strong>Not derogatory</strong> or changing author’s intention</li><li>Must <strong>own physical copy</strong> of the book</li></ul>"
    },
    {
      "id": "section-9",
      "title": "Question for teachers:",
      "level": 2,
      "headingHtml": "Question for teachers:",
      "html": "<p><strong>How many</strong> <strong>print disabled students</strong> are there in an average classroom?</p>"
    },
    {
      "id": "section-10",
      "title": "Accessible documents",
      "level": 2,
      "headingHtml": "Accessible documents",
      "html": "<ol><li><strong>Modification</strong> of font colour, font type, font size, background colour (PDF, Word)</li><li><strong>Structured documents</strong> with easy navigation (Word, PDF)</li><li><strong>Changing a sense to audio</strong><ul><li><strong>Audio books</strong></li><li><strong>Text-to-speech</strong> (Voices, Software)</li><li><strong>Audio and text linked</strong> (DAISY, WordTalk)</li></ul></li></ol>"
    },
    {
      "id": "section-11",
      "title": "Introducing Load2Learn",
      "level": 2,
      "headingHtml": "Introducing Load2Learn",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image3.jpeg\" alt=\"Load2Learn, delivered by Dyslexia Action and RNIB.\" loading=\"lazy\"></p><p>Project to create an online resource of <strong>downloadable</strong> adapted (secondary) <strong>curriculum books and images</strong> for learners with print disabilities.</p><p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image4.png\" alt=\"Dyslexia Action — Assessment, Education, Training.\" loading=\"lazy\"></p><p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image5.gif\" alt=\"RNIB.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-12",
      "title": "Load2Learn (free for schools)",
      "level": 2,
      "headingHtml": "Load2Learn (free for schools)",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image6.png\" alt=\"Load2Learn search results for GCSE geography, showing textbook covers and Word and PDF formats.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-13",
      "title": "Curriculum Documents (textbooks)",
      "level": 3,
      "headingHtml": "Curriculum Documents (textbooks)",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image7.png\" alt=\"A geography textbook in Word with a heading navigation pane and a chemical weathering section; a picture is marked Image—no description.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-14",
      "title": "Simplified images",
      "level": 3,
      "headingHtml": "Simplified images",
      "html": "<p><strong>Simplified tactile images</strong> (not just for visually impaired)</p><p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image8.png\" alt=\"A wave with wavelength marked between successive crests and between successive troughs.\" loading=\"lazy\"></p><p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image9.png\" alt=\"Simplified chest diagram with lungs, ribs and an arched red diaphragm; arrows point inward within the lungs.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-15",
      "title": "Training Materials",
      "level": 2,
      "headingHtml": "Training Materials",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image10.png\" alt=\"Load2Learn training video paused on a slide about making large-print documents with two keyboard shortcuts; closed captions are on.\" loading=\"lazy\"></p><p><a href=\"http://load2learn.org.uk/training/\" target=\"_blank\" rel=\"noopener noreferrer\">http://load2learn.org.uk/training/</a></p>"
    },
    {
      "id": "section-16",
      "title": "Cue Cards for Computer Productivity and accessibility",
      "level": 3,
      "headingHtml": "<img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image11.png\" alt=\"Printed Computer Productivity and Accessibility Cue Cards and a 14 Essential Universal Shortcuts reference card in front of a computer.\" loading=\"lazy\">Cue Cards for Computer Productivity and accessibility",
      "html": "<p><a href=\"http://Load2Learn.org.uk/Training/CueCards\" target=\"_blank\" rel=\"noopener noreferrer\">http://Load2Learn.org.uk/training/cuecards</a></p>"
    },
    {
      "id": "section-17",
      "title": "Solution 1: Text and document modification",
      "level": 2,
      "headingHtml": "Solution 1: Text and document modification",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image12.png\" alt=\"Adobe Reader at 300% zoom, displaying large green text on black; an arrow points to the zoom control.\" loading=\"lazy\"></p><ul><li><strong>Font choice</strong></li><li><strong>Font size</strong></li><li><strong>Screen zoom</strong></li><li><strong>Text colours</strong></li><li><strong>Line spacing</strong></li><li><strong>Alignment</strong></li></ul>"
    },
    {
      "id": "section-18",
      "title": "E-books",
      "level": 3,
      "headingHtml": "E-books",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image13.png\" alt=\"An e-reader displaying text beside a stack of printed books.\" loading=\"lazy\"></p><p><strong>eReading Devices</strong><br>Kindles, Tablets, Phones</p>"
    },
    {
      "id": "section-19",
      "title": "Reading on e-Readers",
      "level": 4,
      "headingHtml": "Reading on e-Readers",
      "html": "<p>Response from student in study carried out by Larson (2010) into the use of e-books:</p><blockquote><p>\"I would <strong>rather read an e-book</strong> [than a regular book] because there are <strong>so many cool tools</strong> to use and choose from. I still haven't used them all, and <strong>I'm done with the book</strong>.\"</p></blockquote>"
    },
    {
      "id": "section-20",
      "title": "Opportunities from e-Readers",
      "level": 4,
      "headingHtml": "Opportunities from e-Readers",
      "html": "<blockquote><p>‘Digital readers show promise in supporting struggling readers through <strong>multiple tools</strong> and features, including manipulation of <strong>font size</strong>, <strong>text-to-speech</strong> options, expandable <strong>dictionary</strong>, and <strong>note capabilities</strong>.’ (Larson, 2010, p.15).</p></blockquote>"
    },
    {
      "id": "section-21",
      "title": "Evidence for Kindles and iPods",
      "level": 4,
      "headingHtml": "Evidence for Kindles and iPods",
      "html": "<blockquote><p>‘<strong>reading</strong> that is done <strong>on a Kindle</strong> or listened to <strong>on an iPod is just as valid and valuable as reading printed texts</strong>’ (Moyer, 2011, p.255)</p></blockquote><blockquote><p>‘[teachers can] offer their adolescent students another medium to read and experience literature in their classrooms. With the <strong>availability of iPods</strong> and similar audio devices, <strong>bringing the audiobook into the classroom becomes very simple and inexpensive</strong>’ (Wolfson, 2008, p.111).</p></blockquote>"
    },
    {
      "id": "section-22",
      "title": "Solution 2: Structured documents",
      "level": 2,
      "headingHtml": "Solution 2: Structured documents",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image14.png\" alt=\"Word document with a heading navigation pane beside a definition of print disability, showing how headings enable navigation.\" loading=\"lazy\"></p><ul><li>All sections have titles marked with <strong>Heading styles</strong></li><li><strong>Word</strong> documents, <strong>PDFs</strong>, <strong>Web</strong> Pages</li></ul>"
    },
    {
      "id": "section-23",
      "title": "Structured documents save lives",
      "level": 3,
      "headingHtml": "Structured documents save lives",
      "html": "<ul><li>Navigate</li><li>Outline</li><li>Map</li></ul>"
    },
    {
      "id": "section-24",
      "title": "Structured documents big picture",
      "level": 3,
      "headingHtml": "Structured documents big picture",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image15.png\" alt=\"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.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-25",
      "title": "Solution 3a: Audio – Reading with your ears",
      "level": 2,
      "headingHtml": "Solution 3a: Audio – Reading with your ears",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image16.png\" alt=\"VLC playlist of Animal Farm MP3 files with playback controls and individual track durations.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-26",
      "title": "Evidence for Audio Books",
      "level": 3,
      "headingHtml": "Evidence for Audio Books",
      "html": "<ul><li>Boys found <strong>audio-reading enjoyable</strong> and their self-confidence as readers improved.</li><li>‘a marked <strong>reduction in the quantity of errors</strong> … when reading independently’</li><li>The <strong>boys found audio reading was relatively effortless</strong> yet they perceived that they were <strong>reading books appropriate to their age</strong> and <strong>could read ‘hard words’</strong> like their peers (Byrom, 1998, p.5)</li></ul>"
    },
    {
      "id": "section-27",
      "title": "Audio books and performance",
      "level": 4,
      "headingHtml": "Audio books and performance",
      "html": "<p>The effects of a CD-ROM audio textbook on the academic performance of secondary students in history lessons: <strong>using the audio text students ‘performed significantly higher</strong> on context area assessments than students in the control condition’ (Boyle et al, 2003, p. 203).</p>"
    },
    {
      "id": "section-28",
      "title": "Audio books in the classroom",
      "level": 4,
      "headingHtml": "Audio books in the classroom",
      "html": "<p>Furthermore, <strong>teachers</strong> that participated in the study also <strong>reported the benefits</strong> of student’s utilising audio-books within a <strong>classroom environment</strong>:</p><blockquote><p>‘Students used the technology to access <strong>additional history readings</strong> as well as <strong>other available relevant academic textual material</strong> (e.g. additional history text, other subjects such as science and citizenship). This technological support allowed the <strong>teachers to provide</strong> <strong>greater assistance</strong> to students experiencing difficulties accessing higher-level print material’ (Boyle et al, 2003, p.213).</p></blockquote>"
    },
    {
      "id": "section-29",
      "title": "Audio books at home",
      "level": 4,
      "headingHtml": "Audio books at home",
      "html": "<p>parents reported that audio-books appeared to have ‘a <strong>positive influence in reducing emotional– behavioural problems</strong>’</p><p>and that the use of audio-books within the home environment appeared to <strong>reduce their child’s sense of frustration</strong> and distractibility attributed to <strong>greater ease in studying</strong>. (Milani et al, 2003, p.93)</p>"
    },
    {
      "id": "section-30",
      "title": "Audio as spectacles",
      "level": 4,
      "headingHtml": "Audio as spectacles",
      "html": "<blockquote><p>‘By the same token that <strong>some children require</strong> <strong>spectacles</strong> to enable them to read a book, <strong>others may require an</strong> <strong>audio tape</strong> 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)</p></blockquote><blockquote><p>‘Today some of these <strong>people with dyslexia</strong> even <strong>regard the computer</strong> as their <strong>equivalent to the glasses of the weak-sighted</strong>’. (Tank &amp; Frederikson, 2007, p.947)</p></blockquote>"
    },
    {
      "id": "section-31",
      "title": "Portable audio",
      "level": 3,
      "headingHtml": "Portable audio",
      "html": "<p><strong>Portable audio devices</strong><br>(phones, MP3 players, iPods)</p><p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image17.png\" alt=\"A portable Sony media player with wired earphones.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-32",
      "title": "Audio notetaking",
      "level": 3,
      "headingHtml": "Audio notetaking",
      "html": "<p><strong>Speech recognition</strong> and other ways of <strong>audio note taking</strong><br>(Nuance, AudioNotetaker, PulsePen)</p><p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image18.png\" alt=\"Dragon NaturallySpeaking speech recognition software box with the words Turn Talk into Text.\" loading=\"lazy\"></p><p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image19.png\" alt=\"Small screenshot of Sonocent Audio Notetaker with coloured audio segments and a slide pane; finer interface text is not legible at this resolution.\" loading=\"lazy\"></p><p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image20.png\" alt=\"A hand using a digital pen on a spiral notebook containing handwritten notes and a pyramid sketch.\" loading=\"lazy\"></p>"
    },
    {
      "id": "section-33",
      "title": "Evidence for audio note taking",
      "level": 4,
      "headingHtml": "Evidence for audio note taking",
      "html": "<blockquote><p>‘By using the note tool, they engaged in <strong>new literacy practices by envisioning new ways to access their thought processes</strong> to engage in spontaneous, instantaneous response to the e-books’ (Larson, 2009, p. 256)</p></blockquote>"
    },
    {
      "id": "section-34",
      "title": "What do you do for your learners?",
      "level": 3,
      "headingHtml": "What do you do for your learners?",
      "html": "<p>Do you recommend your students</p><ul><li><strong>audio books</strong>?</li><li><strong>podcasts</strong>?</li></ul>"
    },
    {
      "id": "section-35",
      "title": "What do you do for yourself?",
      "level": 3,
      "headingHtml": "What do you do for yourself?",
      "html": "<p>Do you listen to</p><ul><li><strong>audio books</strong>?</li><li><strong>podcasts</strong>?</li></ul>"
    },
    {
      "id": "section-36",
      "title": "Solution 3b: Text to speech",
      "level": 2,
      "headingHtml": "Solution 3b: Text to speech",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image21.png\" alt=\"Balabolka text-to-speech window with voice selection, rate and pitch controls above a document about WordTalk.\" loading=\"lazy\"></p><ul><li>Synthetic <strong>voice</strong><br>(Anna, Brian, Jess, Jack, …)</li><li>Reader <strong>software</strong> (Balabolka, WordTalk)</li></ul>"
    },
    {
      "id": "section-37",
      "title": "Evidence for text to speech",
      "level": 3,
      "headingHtml": "Evidence for text to speech",
      "html": "<p>Students took their SQA standard grade examinations in ‘Accessible PDF’ format.</p><ul><li>Staff praised “<strong>independence</strong> offered by the electronic format.”</li><li>Students “all found them <strong>easier to use than a scribe.</strong>”</li><li>“<strong>mean score</strong> was 8.93 compared with 8.00 for scribes.” (Nisbet et al, 2005, p.1)</li></ul>"
    },
    {
      "id": "section-38",
      "title": "More evidence for text to speech",
      "level": 3,
      "headingHtml": "More evidence for text to speech",
      "html": "<ul><li>Text to speech can ‘<strong>relieve the burden of decoding</strong> for struggling readers, allowing them to <strong>focus on comprehension</strong>.’ (Wise, Ring, and Olson, 2000).</li><li>students ‘could <strong>double or triple the time</strong> that they could <strong>sustain reading</strong>’ (Elkind et al, 1996, p.160).</li></ul>"
    },
    {
      "id": "section-39",
      "title": "Solution 3c: Text and audio linked",
      "level": 2,
      "headingHtml": "Solution 3c: Text and audio linked",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image22.png\" alt=\"AMIS DAISY reader with a navigable contents tree and a highlighted sentence in the What is DAISY? section.\" loading=\"lazy\"></p><ul><li>Structured document linking audio and text.</li><li>Text is highlighted in sync with audio</li></ul>"
    },
    {
      "id": "section-40",
      "title": "Evidence for DAISY",
      "level": 3,
      "headingHtml": "Evidence for DAISY",
      "html": "<blockquote><p>‘Research by Allinder, Dunse, Brunken, and Obermiller-Krolikowski (2001) and Meyer and Felton (1999) confirms that <strong>highlighting text as it is spoken can help learners pay attention and remember more’</strong> (cited in Silver-Pacuilla and Fleischman, 2006, p. 84)</p></blockquote>"
    },
    {
      "id": "section-41",
      "title": "More evidence for DAISY",
      "level": 3,
      "headingHtml": "More evidence for DAISY",
      "html": "<p>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 <strong>experiencing the text bimodally</strong> (visually and aurally) <strong>enabled poor readers to perform as well as skilled readers in word recognition</strong> and retention.</p>"
    },
    {
      "id": "section-42",
      "title": "WordTalk Free and Easy Solution",
      "level": 3,
      "headingHtml": "WordTalk Free and Easy Solution",
      "html": "<p><img src=\"/readers/load2learn-alternative-formats-affordable-technology-2014/media/image23.png\" alt=\"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.\" loading=\"lazy\"></p>"
    }
  ],
  "pages": [
    {
      "number": 1,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-01.png",
      "text": ", Alternative\nFormats and Affordable\nTechnologies for Dyslexic\nReaders\n\nDominik Lukeš\nBDA International Conference 2014"
    },
    {
      "number": 2,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-02.png",
      "text": "What technology do you use to\nsupport your learners?\n\nHelp to improve literacy skills?\n\nHelp in their every-day access to text?"
    },
    {
      "number": 3,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-03.png",
      "text": "What do we know about reading\ndifficulties?\nMany children are able to understand\nbut just cannot read\n   This leads to learnt helplessness\n   Inability to access text effects\n    behaviour and attendance\nThere is a need to develop\nindependence from both the learner and\nthe school"
    },
    {
      "number": 4,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-04.png",
      "text": "What is the answer?\n\nResearch has demonstrated that the use\nof accessible formats can support\npupils with a print disability in becoming\nindependent learners, reducing their\nreliance on adult support."
    },
    {
      "number": 5,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-05.png",
      "text": "Key new terms to remember\n\n Print disability: New term covering\n  existing disabilities and reflected in\n  copyright regulation.\n\n Accessible documents: Can be modified\n  to suit learners’ needs and can be\n  converted into alternative formats."
    },
    {
      "number": 6,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-06.png",
      "text": "Print disability – what is it?\n\n\nWhat do you understand when you hear the\nwords “print disability”?"
    },
    {
      "number": 7,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-07.png",
      "text": "Definition and legal provisions\nfor print disabilities\n“A print-disabled person is anyone for whom\na visual, cognitive or physical disability\nhinders the ability to read print. This\nincludes all visual impairments, dyslexia,\nand any physical disabilities that prevent\nthe handling of a physical copy of a print\npublication.” -- CLA License\n(CLA License, http://www.cla.co.uk/data/pdfs/print_disability/cla_guidelines_for_the_pdl_aug10.pdf)"
    },
    {
      "number": 8,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-08.png",
      "text": "Key provisions\nMake an accessible copy of a document\nfor a print disabled person under the CLA\nPD Licence\nAccessible document: large print,\nelectronic copy, audio version (MP3), Braille\nUnless a commercial alternative exists\nNot derogatory or changing author’s\nintention\nMust own physical copy of the book"
    },
    {
      "number": 9,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-09.png",
      "text": "Question for teachers:\n\n\n How many print disabled\n students are there in an average\n classroom?"
    },
    {
      "number": 10,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-10.png",
      "text": "Accessible documents\n 1. Modification of font colour, font type, font\n    size, background colour (PDF, Word)\n 2. Structured documents with easy\n    navigation (Word, PDF)\n 3. Changing a sense to audio\n        Audio books\n        Text-to-speech (Voices, Software)\n        Audio and text linked (DAISY,\n        WordTalk)"
    },
    {
      "number": 11,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-11.png",
      "text": "Introducing Load2Learn\n\n\n\n\nProject to create an online resource of\ndownloadable adapted (secondary) curriculum\nbooks and images for learners with print\ndisabilities."
    },
    {
      "number": 12,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-12.png",
      "text": "Load2Learn (free for schools)"
    },
    {
      "number": 13,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-13.png",
      "text": "Curriculum Documents (textbooks)"
    },
    {
      "number": 14,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-14.png",
      "text": "Simplified images\n\nSimplified tactile images (not just for\nvisually impaired)"
    },
    {
      "number": 15,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-15.png",
      "text": "Training Materials\n\n\n\n\nhttp://load2learn.org.uk/training/"
    },
    {
      "number": 16,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-16.png",
      "text": "Cue Cards for\nComputer\nProductivity and\naccessibility\n\n\n\n\nhttp://Load2Learn.org.uk/training/cuecards"
    },
    {
      "number": 17,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-17.png",
      "text": "Solution 1:\nText and document modification\n Font choice\n Font size\n Screen zoom\n Text colours\n Line spacing\n Alignment"
    },
    {
      "number": 18,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-18.png",
      "text": "E-books\n\n\n          eReading Devices\n          Kindles, Tablets,\n          Phones"
    },
    {
      "number": 19,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-19.png",
      "text": "Reading on e-Readers\n\nResponse from student in study carried out by\nLarson (2010) into the use of e-books:\n\"I would rather read an e-book [than a regular\nbook] because there are so many cool tools to\nuse and choose from. I still haven't used them all,\nand I'm done with the book.\""
    },
    {
      "number": 20,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-20.png",
      "text": "Opportunities from e-Readers\n\n‘Digital readers show promise in supporting\nstruggling readers through multiple tools and\nfeatures, including manipulation of font size,\ntext-to-speech options, expandable dictionary,\nand note capabilities.’ (Larson, 2010, p.15)."
    },
    {
      "number": 21,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-21.png",
      "text": "Evidence for Kindles and iPods\n\n‘reading that is done on a Kindle or listened to\non an iPod is just as valid and valuable as\nreading printed texts’ (Moyer, 2011, p.255)\n‘[teachers can] offer their adolescent students\nanother medium to read and experience literature in\ntheir classrooms. With the availability of iPods and\nsimilar audio devices, bringing the audiobook into\nthe classroom becomes very simple and\ninexpensive’ (Wolfson, 2008, p.111)."
    },
    {
      "number": 22,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-22.png",
      "text": "Solution 2: Structured\ndocuments\n\nAll sections have\ntitles marked with\nHeading styles\nWord documents,\nPDFs, Web Pages"
    },
    {
      "number": 23,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-23.png",
      "text": "Structured documents save lives\n\n      Navigate\n      Outline\n      Map"
    },
    {
      "number": 24,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-24.png",
      "text": "Structured documents big picture"
    },
    {
      "number": 25,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-25.png",
      "text": "Solution 3a: Audio – Reading\n             with your ears"
    },
    {
      "number": 26,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-26.png",
      "text": "Evidence for Audio Books\nBoys found audio-reading enjoyable and\ntheir self-confidence as readers improved.\n‘a marked reduction in the quantity of errors\n… when reading independently’\nThe boys found audio reading was\nrelatively effortless yet they perceived that\nthey were reading books appropriate to\ntheir age and could read ‘hard words’ like\ntheir peers (Byrom, 1998, p.5)"
    },
    {
      "number": 27,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-27.png",
      "text": "Audio books and performance\n\n\nThe effects of a CD-ROM audio textbook on\nthe academic performance of secondary\nstudents in history lessons: using the audio\ntext students ‘performed significantly\nhigher on context area assessments than\nstudents in the control condition’ (Boyle et al,\n2003, p. 203)."
    },
    {
      "number": 28,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-28.png",
      "text": "Audio books in the classroom\nFurthermore, teachers that participated in the study\nalso reported the benefits of student’s utilising\naudio-books within a classroom environment:\n‘Students used the technology to access additional\nhistory readings as well as other available\nrelevant academic textual material (e.g. additional\nhistory text, other subjects such as science and\ncitizenship). This technological support allowed the\nteachers to provide greater assistance to\nstudents experiencing difficulties accessing higher-\nlevel print material’ (Boyle et al, 2003, p.213)."
    },
    {
      "number": 29,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-29.png",
      "text": "Audio books at home\nparents reported that audio-books appeared\nto have ‘a positive influence in reducing\nemotional– behavioural problems’\nand that the use of audio-books within the\nhome environment appeared to reduce their\nchild’s sense of frustration and\ndistractibility attributed to greater ease in\nstudying. (Milani et al, 2003, p.93)"
    },
    {
      "number": 30,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-30.png",
      "text": "Audio as spectacles\n‘By the same token that some children require\nspectacles to enable them to read a book,\nothers may require an audio tape to enable\nthem to read the same book in order that they\nmight all contribute to a stimulating discussion\nabout the content’ (Byrom, 1998, p. 6)\n‘Today some of these people with dyslexia even\nregard the computer as their equivalent to the\nglasses of the weak-sighted’. (Tank &\nFrederikson, 2007, p.947)"
    },
    {
      "number": 31,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-31.png",
      "text": "Portable audio\n\nPortable audio devices\n(phones, MP3 players, iPods)"
    },
    {
      "number": 32,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-32.png",
      "text": "Audio notetaking\n\nSpeech recognition and other ways of\naudio note taking\n(Nuance, AudioNotetaker, PulsePen)"
    },
    {
      "number": 33,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-33.png",
      "text": "Evidence for audio note taking\n\n‘By using the note tool, they engaged in new\nliteracy practices by envisioning new ways to\naccess their thought processes to engage in\nspontaneous, instantaneous response to the e-\nbooks’ (Larson, 2009, p. 256)"
    },
    {
      "number": 34,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-34.png",
      "text": "What do you do for your learners?\n\nDo you recommend your students\n      audio books?\n      podcasts?"
    },
    {
      "number": 35,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-35.png",
      "text": "What do you do for yourself?\n\n  Do you listen to\n     audio books?\n     podcasts?"
    },
    {
      "number": 36,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-36.png",
      "text": "Solution 3b: Text to speech\n\nSynthetic voice\n(Anna, Brian, Jess,\nJack, …)\n\nReader software\n(Balabolka, WordTalk)"
    },
    {
      "number": 37,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-37.png",
      "text": "Evidence for text to speech\nStudents took their SQA standard grade\nexaminations in ‘Accessible PDF’ format.\n Staff praised “independence offered by\n  the electronic format.”\n Students “all found them easier to use\n  than a scribe.”\n “mean score was 8.93 compared with\n  8.00 for scribes.” (Nisbet et al, 2005, p.1)"
    },
    {
      "number": 38,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-38.png",
      "text": "More evidence for text to speech\nText to speech can ‘relieve the burden of\ndecoding for struggling readers, allowing them\nto focus on comprehension.’ (Wise, Ring, and\nOlson, 2000).\nstudents ‘could double or triple the time that\nthey could sustain reading’ (Elkind et al, 1996,\np.160)."
    },
    {
      "number": 39,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-39.png",
      "text": "Solution 3c: Text and audio\nlinked\nStructured document\nlinking audio and\ntext\n   .\n\n\n\n\nText is highlighted in\nsync with audio"
    },
    {
      "number": 40,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-40.png",
      "text": "Evidence for DAISY\n\n‘Research by Allinder, Dunse, Brunken, and\nObermiller-Krolikowski (2001) and Meyer\nand Felton (1999) confirms that highlighting\ntext as it is spoken can help learners pay\nattention and remember more’ (cited in\nSilver-Pacuilla and Fleischman, 2006, p. 84)"
    },
    {
      "number": 41,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-41.png",
      "text": "More evidence for DAISY\n\nLewandski and Montali (1996) studied ‘the\nlearning of poor readers and skilled readers who\nwere both taught through a text-to speech\napplication with simultaneous on-screen\nhighlighting of the spoken word’ and found that\nexperiencing the text bimodally (visually and\naurally) enabled poor readers to perform as\nwell as skilled readers in word recognition\nand retention."
    },
    {
      "number": 42,
      "image": "/readers/load2learn-alternative-formats-affordable-technology-2014/pages/page-42.png",
      "text": "WordTalk Free and Easy Solution"
    }
  ],
  "pageKind": "existing presentation PDF page"
}