Working with individuals or small groups of students, Patricia used WordShark to reinforce basic literacy as a support to students of the Junior Cycle English curriculum. In using the software, Patricia first identified the students' problem areas by examining their written work and then set up individual programmes for each one. With this preparatory work done, she incorporated the laptops into the regular activities in her resource room. While basic typing skills are required in order to input words, Patricia found that the students became very confident in using the software and that it was easy to navigate, with little teacher input needed.

The software kept a record of each student’s progress and these could be printed and used as part of their profile. Patricia used this information to prepare worksheets for the pupils and to match the programme to individual students’ ability by selecting appropriate word lists.

Patricia was very happy with this use of reinforcement software, especially as it motivated and engaged students, taking the tedium out of repetitious drill and practice activities. Her formal evaluation of WordShark is available on Software Central. A more detailed description of Patricia’s use of WordShark is also available in the ‘Engaging Learners’ book.

Lucille incorporated Start-to-Finish Library into a reading programme for a class of first-year students with the objectives of increased understanding of the stories, enhancement of comprehension and the provision of enjoyable reading experiences. As an ICT novice, Lucille found the software relatively easy to use and came to grips with its more advanced features as she gained in experience.

This reading programme was then used as an introduction to related activities, including written work, cross-curricular work, and speech and language activities. Both Lucille and her students found a high level of satisfaction from this use of the software.

Some of this class activity can be viewed in the digital video from Causeway Comprehensive School and Lucille’s formal evaluation of Start-to-Finish Library can be viewed on Software Central. A more detailed description of Lucille’s use of Start-to-Finish Library is also available in the ‘Engaging Learners’ book.

Kate felt that learning how to touch-type was an important skill for students to master, especially for those who brought a laptop into mainstream classes. She taught the skills to first-year and second-year students. It wasn’t a quickly mastered skill so she adjusted her methods accordingly and concentrated on typing for one 40-minute period a week, supplemented with ten-minute sessions mid-week if possible. It took one term of concentrated effort to master the basics.

The programme first advises students on posture and keyboard use through a short video clip. Kate then found that each student could work at their own speed on UltraKeys while receive regular updates on their progress. As the skills were built up gradually the computer talked back, giving praise and encouragement. At the end they could look at a chart showing their progress, along with areas of strength and difficulty.

Word Processors aimed at Literacy Support – some features

Spell Checker	This will highlight a misspelled word. More advanced versions will provide various alternative options, including definitions which the computer will read aloud.
Predictive Text (Word Prediction)	This feature predicts the word that is being typed and provides a list of optional complete words based on the users most previously typed words. In more advanced software, the software will be capable of reading out definitions of the optional words.
Screen Reader (Text-to-Speech)	The process of converting a hard-copy text, such as a page of a student’s textbook, into a digital format that can be edited by a computer. This normally occurs with the use of a scanner; the page is scanned and the OCR software then converts the ‘picture’ of the hard-copy text to a form of digital text that can then be used in a wide variety of computer applications such as word processors. This OCR process is incorporated into some specialist word processing titles
OCR (Optical Character Recognition)	People with dyslexia often spell phonetically and this reduces the effectiveness of spell checkers found in normal word processing software. More specialist software will include a phonetic spelling feature
Phonetic Spelling	People with dyslexia often spell phonetically and this reduces the effectiveness of spell checkers found in normal word processing software. More specialist software will include a phonetic spelling feature
Scan/Read	Combines features of screen readers, word processors and OCR. Advanced versions will have other features such as audio spell checkers, predictive text and phonic spelling options.
Word Bank	This is a bank or list of words. The student can hear a word by pointing on it with the mouse and can then input the word into a document or application by clicking on it. Pre-prepared lists are available for various topics. The teacher will also have the option of making relevant or topical lists. Images can also be used to represent words.

Scanning
The use of a scanner, in conjunction with scan/read software, opens up new possibilities for students. While calling for intermediate-level ICT skills and organisational efficiency, scanning might be considered a key life-skill for students with literacy difficulties arising from dyslexia or other specific learning difficulties as it allows alternative access to text content.

Preparing students for independence in this regard calls for a structured approach and the following factors can be considered:

• There are variations in compatibility between software, computers and scanners – ensure that the scanner you purchase is compatible with the software and computer
• Students will need rigorous file management techniques to benefit from scanned material
• Scanning a lot of pages can be tedious and time-consuming – while more expensive, a fast scanner might prove worthwhile
• Students will need easy and regular access to a scanner, ideally both at home and at school
• See the NCTE advice sheets for further information on scanners.