| Challenge | Feature | Support |
|---|---|---|
| DYSLEXIA | Bimodal presentation | Seeing & hearing each word read out loud simultaneously improves comprehension |
| Syllables | Speaks words in syllables to help with decoding | |
| Color overlays | Eliminates light sensitivity when reading black text on white | |
| Masking | Dims out everything on the screen except the selected text to increase ability to focus visually and cognitively | |
| Word prediction | Suggests appropriate words to use while writing to enhance written fluency | |
| Homophones | Aids in understanding meanings of words that sound alike | |
| Spell check | Aids with spelling difficulties | |
| AUDITORY
PROCESSING DEFICIT |
Self pace | Controls speed of the reading allowing readers to cognitively keep pace with information |
| Pause button | Sets a pause at end of each sentence to aid in comprehension | |
| Voice Notes | Allows dictation of information to assist with studying and comprehension | |
| VISUAL
PROCESSING DISORDER |
Size | Makes text larger allowing readers to focus on comprehension |
| Line spacing | Helps student who have trouble tracking from line to line not lose their place by adding an extra space between lines of text | |
| Word spacing | Eliminates visual bleed or words running together by increasing space between words | |
| Margins | Adjusting margins makes each line of text shorter assisting readers to maintain visual focus | |
| Masking | Dims out everything on the screen except the selected text to increase ability to focus visually and cognitively | |
| WRITTEN
LANGUAGE DISORDER |
Keyboard | Provides ability to type and bypass the need to handwrite |
| Pre-set outline formats | Helps visually organize ideas for writing exercises | |
| Word prediction | Suggests appropriate words to use while writing to enhance fluency | |
| Homophones | Aids in understanding meanings of sound-alike words | |
| Spell check | Checks spelling of single words and entire documents | |
| Voice Notes | Allows dictation of information for those who struggle to write | |
| ENGLISH
LANGUAGE LEARNERS |
Bimodal presentation | Seeing & hearing each word read out loud simultaneously improves comprehension |
| Talking dictionary | Aids in pronunciation and vocabulary building | |
| Word prediction | Suggests appropriate words during writing | |
| Phonetic spelling | Helps with spelling | |
| Homophone | Aids in understanding the difference between words that sound alike | |
| Voice Notes | Allows dictation to practice pronunciation | |
| ADD/ADHD | Color overlays | Different color text and backgrounds helps maintain focus |
| Pre-set outline formats | Helps visually organize ideas for writing exercises | |
| Masking | Dims out everything on the screen except the selected text to increase ability to focus | |
| Text Note & Voice Note | Allows on-the-spot note taking for important reminders | |
| STRUGGLING READERS |
Bimodal presentation | Seeing & hearing each word read out loud simultaneously improves comprehension |
| Color overlays | Different color text and backgrounds helps maintain focus | |
| Talking dictionary | Aids in comprehension, vocabulary and pronunciation | |
| Syllables | Speaks the words in syllables to help with decoding | |
| Masking | Dims out everything on the screen except the selected text to help maintain focus | |
| Internet access | Motivates reluctant readers with interesting content |
 |
 |
|
|||||
| |
 |
 |
 |
 |
 |
|
|
| |
|
|
|||||
| |
 |
|
|||||
| |
|
|
|
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||
|
|
|
|
|||
|
|
|
|
