It's PC only, but is one of the most fully-featured, free apps that I've seen. It uses the SAPI 4 or 5 speech engines, opens HTML, Word, or PDF documents, will convert them all to MP3, Ogg Vorbis, WAV, or WMA files, and has a portable version that will r
Free text-to-speech application providing natural sounding voices to hear any written text spoken aloud (Documents, PDF files, webpages, Emails,etc.). Convert any written text into audio files such as MP3 or WAV
"Our Free Educational Songs are both entertaining, and informative. Research shows that children learn better through music than
through almost any other medium. Use these educational MP3s to support and enhance your lesson plans"
Episode #109 features a discussion of the approach to augmentative / alternative communication known as Language Acquisition through Motor Planning (LAMP).
Episode #96 defines and examines the benefits of a language-based curriculum and discusses strategies for how teachers can implement this approach into their classrooms.
Episode #151 is a discussion of the philosophy of Spontaneous Novel Utterance Generation (SNUG) and what the term "Presuming Competence" means in relation to teaching language to users of augmentative/alternative communication.
Episode #24 is up for your listening pleasure! Episode #24 features an interview with George Washington University graduate student Chelsea Feist who is also interning at Brainline.org. Chelsea and I discuss how the resources on Brainline.org can help individuals, families and professionals learn more about Traumatic Brain Injury.
Episode #87 features a discussion of implementation strategies and resources for using free audio fiction in the classroom by special guest host Melissa Bugaj. She also blogs about family exploits and adventures at http://accordingtomags.com.
Episode #143 features a description of different engaging tools and strategies used by a 9 year old in fourth grade to complete monthly book study projects. Each month the student was assigned a genre of book to read. After reading the book the student was asked to complete a worksheet of questions, some form of graphic organizer, and then create his own artifact demonstrating that they understood the book.