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How can technology support learners? Electronic references such as dictionaries, thesauruses, encyclopedias. Definitions, translations, and explanations are now a click away. Identify dictionaries and other online tools to use in the program, teach their use, and expect students to use them to develop their vocabulary skills. Look for tools with text to speech to read the word, read the definitions, and support word study. If classrooms are not equipped with Internet-ready computers, consider purchasing handheld dictionaries with many of the same features and encourage students to get their own and use them. Have students sign up for a word of the day e-mail or text message to receive on their own cell or smart phones. Video supports, how-to diagrams and animated illustrations. Visuals are a fantastic tool for building background knowledge, especially for ELL learners. Bookmark sites such as www.HowStuffWorks.com with content specific illustrations to help learners grasp sequences, interactions, and relationships. Use virtual manipulatives and interactive math dictionaries such as the National Library of Virtual Manipulatives and The Math Forum@Drexel University to demonstrate concepts and vocabulary.

Digital text. Convert any scanned reading material into digital text with a scanner that has optical character recognition. This allows it to be read aloud by text to speech software and also customized to meet visual needs (enlarged font, shaded background, etc.). Books are increasingly available for purchase as digital books through online booksellers and free ebooks are available at Project Gutenberg University of Virginia library. For learners with a documented visual and print disability, a subscription is available to the vast online repositories of digital books at Bookshare.org and Recordings for the Blind and Dyslexic.

Text-to-speech (TTS) software with electronic references. Providing a read aloud through TTS supports learners' comprehension and vocabulary. Many students with dyslexia have better listening than reading comprehension. TTS programs, especially those with highlighting as the text is read provides a model of fluent reading, supports vocabulary development, and frees attention for annotation and active comprehension.

On the Internet, readers skate through cyberspace at will and, in effect, compose their own beginnings, middles and ends.Young people “aren’t as troubled as some of us older folks are by reading that doesn’t go in a line,” said Rand J. Spiro, a professor of educational psychology at Michigan State University who is studying reading practices on the Internet. “That’s a good thing because the world doesn’t go in a line, and the world isn’t organized into separate compartments or chapters.”