Article # 8 Assistive Technology Through Text Transformations

Anderson-Inman, L., & Horney, M.A. (2007, January/February/March). Supported eText: Assistive Technology Through Text Transformations. Reading Research Quarterly, 42(1), 153–160. doi: 10.1598/RRQ.42.1.8

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.

From multiple research and development projects that focused on investigating the nature and impact of supportive electronic text, Anderson-Inman and Horney developed typology that talked about the specific types of resources that can be used to transform electronic text. The work publisized eight types of supportive resources that enable students to read texts easier and more educational. They focus on what function the supportive resource encorporates in the reading process. This adds features that enhance the reading process and help develop heightened comprehension.A strength is that if teachers design a reading environment that is effective and can be used for all students not just an accommodation for a few. A weakness is that multimedia can have a negative impact if not done correctly because not all eText supports are supportive for all learners. As with some of the other research I've done there is not a "one size fits all", the teacher should learn the programs and assess and try different strategies with each student.

They found that any type of eText support can be implemented in multiple ways, using different types of media. For students who have learning disabilities the translational resources may simplified text or synonyms. Students who are deaf, translation can be in the form of video with an American Sign Language interpreter. There is new technology coming to the for front each day so the virtual text will change yearly as the electronic form changes.