How they work: Proctor, Dalton, and Grisham (2007) base their study in the use of electronic reading systems that incorporate coaches to scaffold thought processes, hyperlinked text to provide definitions and background information, and text-to-speech technologies (p. 73). CAST created multiple websites that teachers can use to provide these reading supports to students. UDL Editions provides texts with three different levels of support based on individual need. Teachers who prefer to select their own texts can make their own digital books by using UDL Book Builder. Both tools support students in all methods listed above. Students can read or have texts read to them. As they reach vocabulary words or concepts requiring background knowledge, hyperlinks provide the required information as well as links to additional information. Meanwhile, animated coaches prompt students to predict, summarize, and more. Students can even translate text to Spanish or highlight passages in four different colors.
Supporting English Language Learners: Both UDL Editions and UDL Book Builder provide English Language Learners with customized supports to approach texts in their non-native language. Solange Lopes-Murphy (2012) suggests that helping high school English Learners to learn begins with, “The use of scaffolded language that connects prior knowledge to incoming information” (p. 227). Both websites provide this information in context, assuming that students may wish to access background information and definitions immediately while reading. With the many different supports, English Language Learners can access the same texts their classmates read even if the reading level of the text surpasses what they may read without such support. How it addresses Universal Design for Learning: These websites clearly meet multiple demands of UDL guidelines two and three. Most noticeably, they clarify vocabulary (2.1) and support learning across languages (2.4). Since the websites are available for students needing different levels of support, all students can benefit from reading books on the same website. Students who struggle with vocabulary and reading can benefit from the hyperlinked text. Links to background information ensure that different levels of prior knowledge do not interfere in current learning. Meanwhile, all students can benefit from the guidance of coaches who help them learn how to learn. |
Watch this CAST-created video tutorial of UDL Editions.
Example of Use in Context: UDL Editions is the more readily accessible tool for teachers. As a social studies teacher, I might ask students to use it while reading “The Gettysburg Address”, a short document with numerous challenging words. The website allows students to interact with the text so that they can learn what the speech truly meant. UDL Book Builder would require more effort to make books with enough structure. Although the site has user-created books available, their quality differs significantly. Some make use of coaches, glossaries, and other supports. Others merely have low-feature text-to-speech.
Practical Information: Both resources are free, although Book Builder asks users to create accounts before beginning books. The main technology limitation is that both require use on browsers with Flash, an add-on unavailable on iPads. To learn more, find Editions at udleditions.cast.org/ and Book Builder at bookbuilder.cast.org/. |