Literacy is every student’s passport to academic achievement. Texthelp’s technology solutions for reading, writing, language and STEM learning are used daily by students and educators worldwide. Over 40 million in fact.
If you need to use online or remote teaching learning platforms, these resources will help you explore options.
Follow these hashtags:
NZ Ministry of Education
Australian Institute for Teaching and School Leadership
NSW Department of Education
Digital Learning and Teaching Victoria
A webinar series from Deploy Learning and Unstuck Learning
National Association of Special Education Teachers (USA)
From the folks at Albert
Extensive guide from Kathleen Morris
Ditch That Textbook
Google – A temporary hub of information and tools to help teachers during the coronavirus (COVID-19) crisis.
New Visions for Public Schools
Microsoft Teams for Education
Langwitches – Silvia Rosenthal Tolisano
Cambridge University Press is making higher education textbooks in HTML format free to access online during the coronavirus outbreak
eSafety Commissioner (eSafety) Australia. National independent regulator for online safety
Illinois State Board of Education
Australian Broadcasting Corporation (ABC)
We Are Teachers
UMass Boston video
The ability to access text via text to speech technology on a computer or mobile device may seem simple enough, but for some students the combination of text appearing on a screen together with the device speaking that text aloud can be truly transformative. Students who may benefit from text to speech technology include students with low vision and who are blind, students who are not reading in their first language, students struggling with reading, and students with cognitive load challenges.
Where can you find out more about text to speech:
For all OS – Read&Write https://www.texthelp.com/en-au/products/read-write/read-write-for-education/
Mac OS — Text to Speech: www.apple.com/accessibility/osx
Windows – Microsoft Learning Tools https://www.onenote.com/learningtools# and
Mac iOS — Speak Selection and Speak Screen www.apple.com/au/accessibility/ios
Kindle Fire Accessibility
How to get started with Google Text-to-Speech
For dyslexic students, are smart phones easier to read than books?
Images enhance comprehension
Struggling readers benefit greatly from illustrations provided in the text.
The Problem with Reading Informational Texts
Ebook Readers on devices other than an iPad:
Calibre – support for Mac, Linux and Windows
FBReader – support for Mac and Windows, plus Android/iOS apps
Firefox EPUBReader Add-On – Expansion for the Firefox internet browser on Mac and Windows
Readium – ebook reader for Chrome
Teachers can install a trial of Read&Write, and then sign up to get a free Premium Teacher Subscription. See the following link for more details:
The following has a chart of reading speed
If you are reading at below 100 wpm you are reading at a pre grade 2 level.
Chang, A. (2010). The Effect of a Timed Reading Activity on EFL Learners: Speed, Comprehension, and Perceptions. Reading in a Foreign Language, 22(2), 284-303.
Research in L1 reading shows that in silent reading a normal reader reads at approximately 250 to 300 wpm (Carver,1990; Rayner,1998).
Nation, P. (2009). Reading faster. International Journal of English Studies, 9(2).
It has also been found that reading speeds of less than 100 wpm can negatively affect comprehension.
Shimono, T. R. (2018). L2 reading fluency progression using timed reading and repeated oral reading. Reading in a Foreign Language, 30(1), 152.
Free stock photos and clipart
All Good Days (via an Instagram sharing project)
Remove Image Background – www.remove.bg
A Reading Level Comparison Chart from the British Columbia Ministry of Education that I like to use.
The following links also give similar comparison charts, but they are not as finely grained when comparing PMB to Lexile Levels as the one from British Columbia.
Google Drive provides OCR capabilities
Teachers often ask youngsters to learn in ways that exceed even adult-sized attention spans
5 Ways to Reduce Cognitive Load in eLearning
Peter Doolittle: How your “working memory” makes sense of the world
Working memory at school poster from @JamesEdPsych and a collaboration of speech and language & occupational therapists, educational psychologists and several hundred teachers co-producing in networks across @NAllianceScot
Managing Extensions & Apps
bitly URL shortener
Google Accessibility – Docs
Digital exams pass student test
The 4Ss of Note Taking With Technology
Picting, not Writing, is the Literacy of Today’s Youth
Use Google Scholar to Support Student Research
How to Make Students Care About Writing
Read&Write collect highlights
Google Scholar extension
Google Scholar search
Simple Wikipedia website
Read&Write word prediction
Voice Typing – Voice Commands
Speech Recognition Google doc add on
WriQ is a measure which is used to assess the numerical quality of writing
Video / Screencasting / Gif generation
Education Today – Feb 2021
The Educator – April 2021
The Educator – June 2021
Teaching Math with Google Apps: 50 G Suite Activities – Alice Keeler
Maths Tips from EdTechTeam
“We offer mathematics in an enjoyable and easy-to-learn manner, because we believe that mathematics is fun”
Mathtrain.TV is a free, educational “kids teaching kids” project from Mr. Marcos & his Students at Lincoln Middle School in Santa Monica, CA. Khan Academy alternative by kids!
Lots of video resources here via Rushton Hurley’s Next Vista for Learning website
Video lessons and resources across for maths. All the videos are downloadable too!
Over 10,000 Free Math Videos. Helpful math videos covering topics from Basic Mathematics through to Calculus.
Universal Design for Learning
Kathleen McClaskey’s personalised learning website.
Chris Watkins provides valuable insights, and resources and research, into learning centred classrooms and personalised learning
The students who measure high tend to always measure high. And the students who don’t measure up tend to experience disappointment over and over
FeedBackSheet Google Doc Add-ons
Practice Reading Aloud in Read&Write for Google
Video / Screencasting / Gif generation
Annotating web pages
Here is a Google doc on copyright. Please note that this is not to be taken as definitive. Always seek advice from your own department / institution. http://bit.ly/1hRp9W6
What is better, dependence upon technology or dependence upon a teacher, when you are a struggling learner? A great perspective from Karen Janowski
Universal Design for Learning
From Tony Vincent’s excellent blog, Learning in Hand. Transform a Google doc or Google slides into a shareable link into a Preview, Copy, Template, or PDF link.
Chrome & Assistive Technology (AT)
Google Accessibility – Docs
Google AT Toolbox
Vimium – provides keyboard shortcuts for navigation and control in Chrome
Alloway, T. P., & Alloway, R. G. (2015). Understanding working memory. 2nd Edition. SAGE.
Bailey, F., & Pransky, K. (2014). Memory at Work in the Classroom: Strategies to Help Underachieving Students: Strategies to Help Underachieving Students. ASCD.
Barton, M. L., & Heidema, C. (2002). Teaching reading in mathematics. Aurora, CO: Mid-Continent Research for Education and Learning.
Barton, M. L., Heidema, C., & Jordan, D. (2002). Teaching Reading in Mathematics and Science. Educational leadership, 60(3), 24-28.
Edyburn, D. L. (2006). Failure Is Not an Option: Collecting, Reviewing, and Acting on Evidence for Using Technology to Enhance Academic Performance. Learning & Leading with Technology, 34(1), 20-23. PDF
Garwood, J. D., Brunsting, N. C., & Fox, L. C. (2014). Improving Reading Comprehension and Fluency Outcomes for Adolescents With Emotional-Behavioral Disorders Recent Research Synthesized. Remedial and Special Education, 35(3), 181-194.
Gauthier, G., Hill, P., McQuillan, J., Spiegel, A., & Diamond, J. (2017). The Potential Scientist’s Dilemma: How the Masculine Framing of Science Shapes Friendships and Science Job Aspirations. Social Sciences, 6(1), 14. doi:10.3390/socsci6010014
Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454-473.
Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636-644. PDF
Hattie, J. (2020). Visible Learning Effect Sizes When Schools Are Closed: What Matters and What Does Not. https://corwin-connect.com/2020/04/visible-learning-effect-sizes-when-schools-are-closed-what-matters-and-what-does-not/
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. PDF
Hattie, J., & Yates, G. C. (2013). Visible learning and the science of how we learn. Routledge.
Kenney, J. M. (2005). Literacy Strategies for Improving Mathematics Instruction. ASCD.
Martin, N., & Conatser, T. (2017). Designing for Universal Success. Greater Faculties: A Review of Teaching and Learning, 1(1), 6. PDF
The Sir Jim Rose Review Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (2009)
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of learning disabilities, 51(1), 73-84.
Writing Interventions for High School Students With Disabilities: A Review of Single-Case Design Studies http://rse.sagepub.com/content/35/6/344.full.pdf+html