Reading Assistive Technology

Reading assistive technology helps people access printed and digital text when reading is difficult due to visual, physical, or learning-related barriers. This page provides a general educational overview of common reading support tools and does not diagnose reading difficulties or guarantee outcomes for any individual.

TEXT-TO-SPEECH

Text-to-speech software reads digital text aloud using synthesized speech, allowing a person to listen to written content instead of, or while, reading it visually. It is used by people who are blind or have low vision, people with certain learning disabilities such as dyslexia, and others who benefit from hearing text read aloud.

OPTICAL CHARACTER RECOGNITION CONCEPTS

Optical character recognition, or OCR, is technology that converts an image of text, such as a scanned page or photograph, into digital text that can be read aloud, searched, or resized. OCR is often a necessary first step for making printed or scanned material accessible to text-to-speech and other reading tools. OCR accuracy can vary depending on print quality, font, and image clarity.

DIGITAL TEXT AND ACCESSIBLE ELECTRONIC TEXT

Digital text refers to text stored in an electronic format that can be resized, read aloud, or otherwise adapted, as opposed to text that exists only as a fixed image or printed page. Content that starts as digital text, sometimes called accessible electronic text, is generally much easier to make accessible than content that must first be converted from an image through OCR. Accessible electronic text formats can support features such as adjustable font size, spacing, and color, along with compatibility with text-to-speech tools.

READING HIGHLIGHTING AND DISPLAY ADJUSTMENTS

Many reading tools can highlight text as it is read aloud, sometimes word by word or line by line, which can help a person follow along and maintain their place in the text. Display adjustments such as changing line spacing, font style, text size, background color, and contrast can also make reading easier for some people. These adjustments are often available within e-readers, browsers, and dedicated reading applications.

VOCABULARY SUPPORTS AND ELECTRONIC DICTIONARIES

Some reading tools include built-in dictionaries, glossaries, or word-lookup features that let a person select an unfamiliar word and see a definition, synonym, or picture support. Electronic dictionaries and vocabulary supports can be useful for language learners, people with learning disabilities, and others who benefit from additional word-level support while reading.

ACCESSIBLE INSTRUCTIONAL MATERIALS

In educational settings, accessible instructional materials are versions of textbooks and other course content provided in digital formats that are compatible with text-to-speech, refreshable braille, and other reading tools. Schools and postsecondary institutions may have specific processes for requesting accessible instructional materials; families and students can ask their institution about available options.

SCANNING PRINTED MATERIAL

Portable and desktop scanners, along with scanning apps on smartphones and tablets, can capture images of printed pages so that OCR software can convert them into digital text. Some dedicated reading devices combine a camera, OCR, and text-to-speech into a single tool designed specifically for reading printed material aloud.

READING ACCESS ACROSS COMPUTERS AND MOBILE DEVICES

Reading support features are increasingly built into computer operating systems, web browsers, and mobile devices, alongside dedicated reading applications and browser extensions. This can allow a person to read using similar tools and settings across a desktop computer, tablet, and smartphone, though available features and controls can vary by device and platform.

FEATURE MATCHING

Choosing reading assistive technology generally involves matching a person's specific reading barriers, visual and physical abilities, reading level, and preferred environments to the features of available tools, rather than choosing a tool because of its popularity. Trying a tool with real reading tasks and materials is often more informative than reviewing a features list alone.

EDUCATIONAL IMPLEMENTATION

In school settings, introducing reading assistive technology typically involves collaboration among the student, family, and educational team, along with training and practice time so the student can use the tools independently and consistently across classes and assignments. This page does not make individualized recommendations, diagnose reading difficulties, or determine eligibility for educational services such as an IEP or 504 plan.

RELATED RESOURCES

For information on tools that read screen content aloud more broadly, see Screen Readers. For information on adjusting visual display of text and images, see Screen Magnification and Visual Access. For information on low vision and blindness more broadly, see Vision & Low Vision. For individualized evaluation of reading and other assistive technology needs, see AssistiveTechnologyEvaluations.org.

AUTHORITATIVE RESOURCES

For a general overview of assistive technology tools that support reading, see Assistive Technology for Reading from Reading Rockets. For information on how text-to-speech technology works, see Text-to-Speech Technology from Reading Rockets. For information on optical character recognition systems, see Optical Character Recognition Systems from the American Foundation for the Blind.

ABOUT THIS PAGE

This page is provided for general educational purposes and is maintained by Accessibility Clinic, Inc. Reading technology needs vary by individual, reading level, and goals, so the examples described here do not constitute individualized recommendations. For an individualized evaluation, see AssistiveTechnologyEvaluations.org.