Teachers do not need to become experts in these tools, but knowing they exist, and what they are for, helps a teacher respond confidently when a student is already using one, or asks whether one is permitted.
|
Technology |
How and when it helps |
|
Text-to-speech software (e.g. Immersive Reader, Read&Write) |
Reduces the demand of sustained silent reading of dense text. |
|
Grammarly and similar writing-support tools |
Supports spelling, grammar, and proofreading during writing tasks. |
|
Mind-mapping tools (e.g. MindView, Miro) |
Helps with planning and organising ideas visually before writing. |
|
Task and planning apps (e.g. Microsoft To Do, Trello, Google Keep) |
Externalise planning, sequencing, and deadline tracking to reduce executive-function load. |
|
ClaroRead and similar reading-support suites |
Combine text-to-speech, word prediction, and formatting support in one tool. |
GUIDANCE NOTE: The University of Southampton provides Read&Write, ClaroRead, and MindView campus-wide, reporting increased student independence, reduced executive-function load, and improved reading comprehension as a result. The University of Kent's Inclusive Learning Plan reduces unnecessary time pressure and offers flexible assessment formats, with reported improvements in both equity of outcomes and reduced student anxiety.
Sources: British Dyslexia Association, practice guidance; University of Strathclyde, barriers faced by students with dyslexia; University of Southampton, campus-wide assistive software (Read&Write, ClaroRead, Mindview).
