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!
Minecraft EDU is a tool which provides learners with the ability to build in a sandbox environment. Learners can create anything using a robust library of building blocks. One aspect of Minecraft is creating signs for other participants to read. Participants can press the letter I on the keyboard to launch Immersive Reader which provides text to speech support for someone who might need to listen to the text displayed on the sign. This video provides a detailed description of how to use Immersive Reader in Minecraft. Have fun exploring a more inclusive virtual world using built-in tools like Immersive Reader!
Signs in Minecraft
The text on the sign in Minecraft displayed in Immersive Reader
Nearpod is an interactive, multimedia presentation tool. Immersive Reader is an embedded feature created by Microsoft. Immersive Reader provides text to speech, text display options, syllable and parts of speech support, and more! Explore the integrated features that Immersive Reader provides by watching this brief video below.
Click on the purple puzzle piece to install the Google extension Read&Write for Google Chrome.
Or click here for installation instructions in English
Or click here for installation instructions in Spanish.
Click the play button to listen to text being read aloud in Google Docs, Google Slides, Google Forms, Google Sheets, Schoology, and the Chrome web browser. Try it now to listen to any text in this blog post!
In Google Meet, click the Hover Speech button to hear the text in the chat read aloud. Place the cursor over text in the chat…no need to click!
Do you see text within a picture? Use the Screenshot Readerto draw a box around the text to have it read aloud. Try it with the text in the image below.
A story walk is an interactive experience where learners travel along a path discovering different parts of a narrative which has been broken up and placed around an environment using signs, posters, or some other display. The following are some tips for creating a storywalk so that everyone can enjoy the experience!
Use black on white or white on black to provide a high contrast between the text and the background colors.
3D Object Integration
Include tactile objects of items represented in the story at some or all of the stops that can be held, felt, and explored through touch.
Invite learners to make objects to be added to various stops throughout the story.
Multiple Means of Representation of Text
Use Braille on the bottom of the page.
Use QR Codes linked to an audio version of the text displayed at the stop.
Use symbols used on communication boards to compliment the story.
Environment
Create the walk in an environment that can be traversed by wheels such as those on walkers and wheelchairs.
Post the story pages at adjustable or multiple heights for people of varying sizes to access.
Pages
Laminate pages for durability and protection from weather in a glare-free location.
Post pages with Velcro so that they can be held for readability and the replaced when finished.
Always have a second copy!
Additional Ideas
Invite students to create a walk of their own for family, peers, or the community. Students can work together breaking up the tasks including writing, illustrating, determining the route, mapping the course, making objects, and issuing invitations. Get everyone involved!
Listening to audio stories can help learners become better readers. Summer is a great time to listen to stories while on a walk, on a hike, or in the garden. Listen to stories in the car during any summer adventure. Podcasts featuring fictional content are a fun way to enjoy literature alone or together! Some examples of podcasts with fictional content include the following:
Text simplification invites learners to customize the presentation of material in a way that makes it easier for that individual to access by reducing the amount of visual clutter and allowing for the use of customized fonts, spacing, colors and more! Read&Write for Google Chrome is an extension available in the Chrome browser for anyone in LCPS to use. The Simplify Page tool removes visual clutter from web pages and places the simplified text into a new tab. The amount of text displayed can be adjusted using the + and – icons. Visual contrast can also be customized (black on white, white on black, blue on yellow, and yellow on blue). Different fonts can also be selected.
Text-to-speech allows users to hear text read aloud. This is useful for anyone learning to decode text, improve comprehension of text, and expand vocabulary. Text-to-speech allows for learners to read with their eyes and/or their ears. Read&Write for Google Chrome is an extension for the Chrome browser available for anyone in LCPS to use. The Play and Hover Speech feature allows text to be read aloud with highlighting.
to listen to text being read aloud in Google Docs, Google Slides, Google Forms, Google Sheets, Schoology, and the Chrome web browser. 
button 
to draw a box around the text to have it read aloud. Try it with the text in the image below.
