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They see their classmates read and write, sometimes with ease, learning about the people and worlds around them, but those exact same texts seem to speak a different language to them— a confusing and alien one. But every day, it seems, we learn more and more about what makes it so alien, and how to fix it. We can stop Dyslexia and Dysgraphia in its tracks. Stop it from stealing the world away from our children, our students, and even those of us who never realized why this is all so hard…
Get access for one teacher and one student free and see, in action, how Snap&Read can help your students. (no credit card required)
see students frustrated after performing poorly
and teachers don’t agree about which accommodation the student needs
don’t use their accommodations because they have the wrong ones
Read the latest articles or watch the most recent webinars about dyslexia / dysgraphia.
Dynamically adjust the readability of text without changing the meaning
Mark up PDF worksheets and quizzes from your browser with tools for highlighting, typing, labeling, drawing, and commenting
Pull text into an outline, then organize it, and add notes
What are some common signs and symptoms of Dysgraphia
Students write with a mixture of upper and lower case letters
Download the latest dyslexia / dysgraphia resources to support your learners.
“Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.
is an independent consultant with a focus on Assistive Technology, Special Education related services, teacher training, and program development. Stacy has worked in a variety of school-based settings across the country, both private and public, as a Special Education Teacher, Occupational Therapist, and Assistive Technology Specialist.
works as an independent consultant with a focus on the creation of effective, legal and high-quality service systems that encourage the integration of technology into educational programs for students with disabilities.
We want the methods that we are using to teach them to be based on research, and that the way we deliver those research based methods matches the needs of the learner
of children who have delayed language development go on to have reading, writing, and spelling deficits.
of classroom teachers say they are somewhat or not too confident in their ability to implement IEP/504 plans.
teachers are no better than chance at determining whether a student needs a read-aloud accommodation (Fuchs & Fuchs, 2001; Helwig & Tindal, 2003).