Students who need assistance with reading may benefit from accessing digital text. Digital text often provides flexibility in access to text because words may be read aloud by a program (text-to-speech) as a student follows along. Digital text can be read aloud by a computer or handheld device using “text reader software”. Additional information can be found at Accommodation Central.

• Students with physical disabilities or vision impairments may find it easier to turn the pages of a digital book. 
• Students with reading disabilities may benefit most from a text reader that highlights the words as they are read.
• Text-to-speech allows students who struggle with decoding and fluency to focus on text comprehension.
• Support vocabulary needs with online dictionaries, picture dictionaries, and translation tools.

San Marcos CISD has several options for accessing digital text.

San Marcos CISD offers the following options for access to digital text:

• Google Read & Write / Screenshot Reader - Accepting Permissions for Students
• Google Read & Write - Key Tools for Basic Usage
• Learning Ally
• Google Read & Write - Supports for Students with Learning Needs

Students who have low vision and/or hearing impairment can benefit from having access to additional accessibility tools commonly found in most devices.

• Enlarged text on the screen
• Text-to-speech/text read aloud

Options for tools to assist with low vision and/or hearing impairment are:

• Google Read & Write - Text-to-speech
• Google Read & Write - Screenshot Reader
• iPad or iPhone with Built in Accessibility Features
• Chromebook with Built in Accessibility Features

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” Definition adopted by the IDA Board of Directors, Nov. 12, 2002.

For additional information and support please access the following links:

• International Dyslexia Association
• Region 13 Dyslexia Services - Parent Information
• Google Read & Write - Support Tools for Students with Dyslexia