Lexington Public Schools
Lexington, Massachusetts 02420
ASSISTIVE TECHNOLOGY CONTINUUM
ADDRESSING SPELLING
Available within LPS
Lowtech
1. Word Walls/Word Banks
2. Pocket dictionary
Level 1
3. Portable electronic
dictionary/spell corrector
4. Portable electronic talking
dictionary/spell corrector
IEP teams are expected to
independently use and collect
data on these tools. These tools
may be added to the IEP if
required for FAPE, tool is trialed
for at least 4 weeks, and data is
completed.
5. Electronic dictionary
Level 2
IEP teams should use and collect data
on these tools with the Level 2
datasheets. These tools may be
added to the IEP if required for FAPE,
7. Access to word processor with tool is trialed for at least 4 weeks, and
digital supports
all specific datasheets are complete.
6. Access to word processing
with spell checker
8. Talking word processor
Level 3
Hightech
STOP
9. Computer with word
prediction
10. Computer with voice
recognition software
IEP teams must request
an AT assessment prior to
adding these tools as
accommodations on an IEP
1. Word walls/word banks: These visuals provide samples of commonly
misspelled words or topic specific words to be used in the specific writing activity,
ASSISTIVE TECHNOLOGY CONTINUUM
ADDRESSING SPELLING
Available within LPS
allowing students to independently spell words by referencing the visual. These
visuals can be created on the walls of the classroom, on paper, in notebooks,
using the “Stickies” on the computer, or a word processor document on the
computer. Tips to create word walls and word banks include:
a. Post commonly misspelled words on the classroom walls
b. Provide students with a topic specific word bank for the specific
writing task
c. Encourage students to create their own “dictionary” of their own
most commonly misspelled words
d. Use “Stickies” on the computer for students to keep a log of all
words that they look up in the dictionary
2. Pocket dictionary: If students are able to look up words in the dictionary,
provide students with a pocket dictionary. This portable and unobtrusive option
allows students to utilize this tool across settings. This tool should be available
within your school
3. Portable electronic dictionary/spell corrector: Portable electronic
dictionary/spell correctors allow a student to independently correctly spell words
and look them up in the dictionary. This tool is especially useful for a student
who demonstrates difficulty looking words up in the dictionary. The tool included
in the LoTTIE kit is:
a. Children's Speller and Dictionary
b. Additional portable electronic dictionary/spell correctors may be
available in your resource room or school.
4. Portable electronic talking dictionary/spell corrector: Portable electronic
talking dictionary/spell correctors allow a student to independently correctly spell
words and look them up in the dictionary with the additional benefit of auditory
feedback. The tool included in the LoTTIE kit is:
a. Children's Talking Dictionary with Spell Checker
5. Electronic dictionary: Electronic dictionaries may be easier for students to
use, as they are not required to manipulate the pages in a book. Additionally,
many electronic dictionaries provide hyperlink to all words within the definition,
therefore if the student does not know one word within the definition, they can
immediately look it up by clicking on it. Electronic dictionaries should work in
conjunction with the built-in text to speech feature within the Mac computer, so
that student can hear the definition read aloud. Finally, electronic dictionaries
allow students to readily copy/paste the spelling and/or definitions in to their
documents. Options for electronic dictionaries include:
a. “Dictionary” within the applications on the computer. If the icon is
within your dock, you can simply highlight and drag/drop a word
onto the icon to look it up. Additionally, this dictionary hyperlinks
Adapted by Rachel Kuberry, M.S.Ed, Ed.S., from the WATI “Assessing Students'
Needs for Assistive Technology” 5th Edition
ASSISTIVE TECHNOLOGY CONTINUUM
ADDRESSING SPELLING
Available within LPS
b.
c.
d.
e.
between all words and can be read aloud by the built in text to
speech.
Microsoft Word dictionary: By right-clicking (or control-clicking) on
a word, you can select “Look up” and then “Definition”. This will
immediately look the word up in the dictionary. This dictionary can
be read with the build in text to speech.
www.merriam-webster.com: This online dictionary provides a
human voice reading the specific word. Additionally, this dictionary
hyperlinks between all words and can be read aloud by the built in
text to speech.
www.visuwords.com: This website provides a visual representation
of the word through color-coding and graphic organizers.
www.gingersoftware.com: This is a phonetic spell checker. At the
bottom of the main page, you can enter words (or sentences) to be
spellchecked.
6. Access to word processing with spell checker: Word processors allow for
a more forgiving environment for students to compose and edit their written work,
while producing an attractive and readable document. Students can easily
correct their spelling errors without rewriting their work. Additionally, the Spelling
and Grammar check available within most word processors be set to underline
the misspelled word. This is particularly useful for students that demonstrate
difficulty in identifying their own spelling errors. You may find the following word
processors in your school:
a. Portable word processors
 Your school may have a old AlphaSmarts
 Bridge, Hastings, and Harrington have Neo 2 carts
 You may be able to borrow a device from the assistive
technology specialist
b. Computer with word processor – all LPS computer have the
following word processors with spell checker:
 TextEdit
 Microsoft Word – If using Microsoft Word, the following tips
are offered in using the Spelling and Grammar check:
1. If a student is distracted by the underlined misspelled
word, turn that feature off in the Preferences/Options
menu
2. Right-clink (or control-click) on the misspelled word to
immediately view a list of correctly spelled words
3. Add the Spelling and Grammar Check to a toolbar by
“Customizing Toolbars”
7. Access to word processor with digital supports: By allowing a student to
use a word processor on a computer, many additional supports can also be
Adapted by Rachel Kuberry, M.S.Ed, Ed.S., from the WATI “Assessing Students'
Needs for Assistive Technology” 5th Edition
ASSISTIVE TECHNOLOGY CONTINUUM
ADDRESSING SPELLING
Available within LPS
used. The following options are offered as examples of digital support to address
spelling:
a. Use of Autocorrect: This tool is available within Microsoft Word on
all LPS computers. This feature is found within the “Tools” menu,
under “Autocorrect”. It allows teachers and students to input
commonly misspelled words and the computer will then
automatically correct the spelling. For example, the teacher will
add “truk” to autocorrect as “truck”. When the student types “truk”
the computer will automatically correct it to “truck”.
b. Use of text to speech: Use the Speech Toolbar to hear a
misspelled word read aloud, to listen for the incorrect/missing
sounds.
8. Talking word processor: A talking word processor provides auditory
feedback as a student types. The word processor may be set to read each letter,
word, or sentence. Additionally, students can hear their entire work read aloud.
This allows students to auditorily listen for a spelling error that they visually
overlooked and Spelling and Grammar check did not find. The talking word
processor may also include a talking spell checker. The following options are
suggested for accessing a talking word processor:
a. Request a loan from the assistive technology specialist
9. Computer with word prediction: Word prediction software decreases
spelling errors by providing a list of words that it predicts you are trying to type.
Additionally, most word prediction programs have built-in text to speech, allowing
you to hear the typed word read aloud to ensure correct word choice. Word
prediction may then increase both the quality and efficiency of work production.
Word prediction software is relatively easy to use and quick to learn. It is a good
software choice for students that cannot identify their own spelling errors as it
allows students to correct their spelling errors before they happen. The following
options for word prediction software are available:
a. Word completion is available on your computer using text edit (by
pressing the ESCAPE key when typing)
b. Google Scribe is a free tool available online. This tool is a
combination of word prediction and word completion. You will find
this tool at http://scribe.googlelabs.com/.
c. Word prediction software (Co:Writer) may be available within your
school or may be loaned from the assistive technology specialist
10. Computer with voice recognition software: Voice recognition software
allows the student to speak to the computer and the computer will convert the
speech to text within a word processor. This program will decrease spelling
errors by spelling the words for the student. Voice recognition software requires
Adapted by Rachel Kuberry, M.S.Ed, Ed.S., from the WATI “Assessing Students'
Needs for Assistive Technology” 5th Edition
ASSISTIVE TECHNOLOGY CONTINUUM
ADDRESSING SPELLING
Available within LPS
extensive training and practice. The following option for voice recognition
software is available:
a. Request a loan from the assistive technology specialist
Adapted by Rachel Kuberry, M.S.Ed, Ed.S., from the WATI “Assessing Students'
Needs for Assistive Technology” 5th Edition