Supported eText: Assistive technology through text transformations

To gain meaningful access to the curriculum, students with reading difficulties must overcome substantial barriers imposed by the printed materials they are asked to read. Technology can assist students to overcome these challenges by enabling a shift from printed text to electronic text. By electronic text we mean textual material read using a computer or some other electronic device such as a Palm, iPod, or even a LeapPad. Shifting to a computer for presenting text offers immediate advantages to readers, primarily because a computer can be used to modify the way text is viewed and read: font face, size, and color can be changed; text can be read out loud; concepts can be defined and explained; multiple illustrations can appear simultaneously; links can lead to supportive information; and documents can be accessed from different computers in different geographic locations. In short, electronic texts are malleable. In spite of its inherent possibilities, electronic text by itself is rather limited in its usefulness to readers and learners. In order to really take advantage of its potential as an assistive technology, an electronic reading environment that intelligently transforms text into something that supports comprehension and extends meaningful learning is required. This is accomplished in a variety of ways, including embedded supports (e.g., definitions of unfamiliar terms), multiple modalities (e.g., text that can be read out loud), and links to useful resources (e.g., background information, concept map, notepad)—all of which can transform electronic text so that it is more accessible and supportive to diverse learners. We refer to text that has been altered to increase access and provide support to learners as supported electronic text or supported eText.