A strategy to help individuals learn language using augmentative/alternative communication (AAC) is to provide Partner Augmented Input (also known as Aided Language Stimulation). This means the communication partners model language by using the same form of AAC as the student with whom they are communicating. This short video explains the idea.
When participating in literacy experiences, like reading a book together, it can be difficult to model every word in the story. Focusing the modeling on words which are used most frequently is a way to target meaningful vocabulary. However, for a communication partner who is just learning about AAC, it can still be difficult to know which words to model.
The free webtool UpGoer6 invites users to input text which is then colorized based on how frequently the word is used. Bright green text indicates the word is used frequently. Dark red indicates the word is rarely used. Clicking on a word provides a numerical ranking of how frequently the word is used. Educators can copy and paste the colorized text into adapted books to provide communication partners reading with the student a visual cue of which words are the priority to model. Strategies like these make it easier for someone who is new to modeling on AAC know which words to prioritize when modeling.
Immersive Reader is a literacy support tool from Microsoft. One of its many features is the ability to break words into syllables which can help a user decode, recognize, and pronounce the individual word. This video titled Improving Your Reading With Immersive Reader shows how to activate this feature along with other literacy support options.
Syllable Support in Immersive Reader
Grammar Options in Immersive Reader Including Syllable Support
Symbols for frequently used words such as like, of, some, and know do not help someone produce a picture in their mind. Look at the examples below. If you covered up the text, could you guess the text below?
When a picture representation of a word is added to a text representation of a word, it tends to add to the complexity of visual information presented in a way that does NOT help an individual learn how to decode, recognize, or comprehend the text. The added image doesn’t actually help students make an association between the printed word and the symbol. A strategy to use instead is to present the text without an added picture. The text itself is the symbol.
Immersive Reader is a literacy support tool from Microsoft. One of its many features is the ability to alter text in a variety of ways based on the preferences of the user to customize their experience. The user can increase or decrease the font size, change the font, change the spacing, and change the theme including altering background colors. Anyone can choose the combination that works best for them!
Schoology is the primary learning management system used in Loudoun County Public Schools. A recent update added Immersive Reader to all Course pages and Schoology Course Assignments. Look for the Immersive Reader button on the top right corner to activate. The text on the Course page will open in Immersive Reader which provides a variety of functions including all of the following:
May the Fourth is known as Star Wars day. A fun experience for learners of all ages might be to create their own Mandalorian from the Star Wars universe. Go to https://www.mandocreator.com/ to begin.
Implementation ideas include…
Collaboratively working with peers to design and color the character by giving directions such as, “Put that on”, “Let’s use green”, and “I choose that one.”
Practicing the pragmatic function of commenting on the character such as, “It is big”, “I like it”, and “It has many colors.”
Exporting the picture and adding text to describe the character.
Exporting the picture, importing it into a slide deck using Google Slides or PowerPoint, and adding additional images around it to create a scene.
Telling a story about the character.
The universe is the only limit to how it can be used! Whatever the students’ create will be out of this world! This is the way!
A Mandalorian created using https://www.mandocreator.com/
Rewordify.com is a website that simplifies English text. Copy and paste the text to simplify into the website and it will define all of the difficult words! Here is some text from The National Archives describing the Marshall Plan:
“As the war-torn nations of Europe faced famine and economic crisis in the wake of World War II, the United States proposed to rebuild the continent in the interest of political stability and a healthy world economy. On June 5, 1947, in a commencement address at Harvard University, Secretary of State George C. Marshall first called for American assistance in restoring the economic infrastructure of Europe. Western Europe responded favorably, and the Truman administration proposed legislation. The resulting Economic Cooperation Act of 1948 restored European agricultural and industrial productivity. Credited with preventing famine and political chaos, the plan later earned General Marshall a Nobel Peace Prize.”
A strategy to help individuals learn language using augmentative/alternative communication (AAC) is to provide Partner Augmented Input (also known as Aided Language Stimulation). This means the communication partners model language by using the same form of AAC as the student with whom they are communicating. This short video explains the idea.
When participating in literacy experiences, like reading a book together, it can be difficult to model every word in the story. Focusing the modeling on words which are used most frequently is a way to target meaningful vocabulary. However, for a communication partner who is just learning about AAC, it can still be difficult to know which words to model.
Highlighting frequently used words in the text, providing an alternative version with words highlighted, or adapting the book to paste in the highlighted text are strategies that can help. Highlighter tape over text or sticky notes near text can illustrate which words to model.
Sticky notes placed on pages of a storybook to help communication partners know which words to model using augmentative/alternative communication (AAC)
In today’s digital world, information is provided via text, images, icons, buttons, links, and more. Students use a variety of electronic devices to access their curriculum, including LCPS-provided Chromebooks and iPads, as well as personal computers, tablets, and smartphones. Text to speech and screen reader features, applications, and extensions can help students with varying abilities more readily access information.
Text to speech tools convert digital text into audio on computers, tablets, and smartphones. These tools read aloud text, including image descriptions (Alt-Tags), on webpages, Schoology courses, Microsoft Office applications, Google Workspace applications, PDFs, emails, and more.
There are many text to speech tools available, depending on the type of device the student is using. Some are free and built into the device’s operating system. Some third-party text to speech applications can be added to the device, either for free or for a fee.
When reading the text aloud, many text to speech applications also highlight the words and sentences as they are being read, providing visual cues in addition to the audio. The reading speed and voices can often be customized.
LCPS students and staff have access to Texthelp’s Read&Write for Google Chrome extensions to use with Google Workspace apps, Microsoft Office apps, PDFs, Schoology modules, and Chrome browser websites.The Read&Write for Google Chrome, OrbitNote, and Screenshot Reader extensions all include text to speech features.
iOS devices, including iPads and iPhones, have built-in text to speech features called Speak Selection and Speak Screen. The video below titled How to Use Text to Speech on iPhone or iPad describes how to access these features.
Screen readers provide much more extensive information than text to speech applications. In addition to reading text aloud and descriptions of images provided in the alternative text (Alt-Tags), screen readers also read aloud content or convert to Braille various screen elements including menu titles, headings, buttons, icons, links, folder and file names, and more. Screen readers enable students to use the computer’s operating system and navigate through websites, documents, forms, and other digital content using keyboard shortcuts.
Screen readers are built into many operating systems, including Windows’ Narrator, iOS’ VoiceOver, Android’s TalkBack, and Chrome’s ChromeVox. Some third-party screen readers can also be added or downloaded to the device, either for free or for a fee.
Check out the following videos that demonstrate how to use some built-in or free screen readers.
Using ChromeVox on a Chromebook
Using VoiceOver on iOS devices
Using Narrator for Windows
Using NVDA for Windows
There are many other text to speech and screen reader tools available. Start exploring to learn more!
