- Enhanced dictation – improving authoring text
- Voice options – altering the gender and pace of speech
- Focus mode – sustaining attention on specific sections of written text enabling readers to narrow the focus of their reading experience by highlighting sets of one, three, or five lines within their chosen material in Immersive Reader.
- Font spacing and short lines – improve reading speed by addressing “visual crowding”
- Syllabification – improves word recognition and word breakdown
- Picture dictionary – to see a picture and hear the word simultaneously enhancing multi-sensory processing to aid reading and comprehension.
- Changeable themes – to reduce visual stress
Carney and Levin (2002) reported that pictures improved the reading-to-learn process, but they also pointed out that these pictures must be well-selected or well-constructed. Peeck (1993) highlighted that pictures help increasing motivation, focusing attention, depth of processing clarification of text content, dual-coding theory, decreasing interference decay, process support for the type of information and serve as mental models (as cited in Carney and Levin 2002). Herron, Hanley and Cole (1995) indicates that listening comprehension is significantly facilitated by visual support in the form of descriptive pictures and visual organizers thanks to the richness of the context provided (as cited in Canning-Wilson 2000). Class OneNote is achieving this and offering a rich learning experience for students and staff alike.
ALT posted an update in the session Inclusive Tools for Language Learning Development  11 months ago
A recording of this session is available from https://eu.bbcollab.com/recording/13a7f96150d94602919054e1bcb6f9aa
Louise Jones joined the session Inclusive Tools for Language Learning Development  11 months ago