Students with dyslexia still struggling with decoding may require reading supports even before, during, and after receiving intervention. Assistive technology tools, such as text-to-speech, enables students to gain access to written material necessary for classroom learning and assessment.  In this talk, Sarah Geiss Wood, Ph.D, accessibility scientist, will lean on expertise in this area to talk about how to use read aloud technology can and should be utilized by dyslexics in educational, professional and assessment settings.

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