The Superpowers of Digital: TTS, Prediction and Dictation for DYS Students

Introduction: When technology compensates for difficulties

Emma, a dyslexic student in CM1, spends 10 minutes struggling to decipher the instructions for her science exercise. Tired from the effort of reading, she has no energy left to think about the question itself. Result: exercise not done, feeling of failure.

Lucas, who has dyspraxia, needs to write a text about marine animals. His writing is slow, tiring, and illegible. After 20 minutes of intense effort, he has produced 3 lines full of crossed-out words. He gives up, discouraged.

What if technology could change the game?

Imagine:

• Emma presses a button, and the computer reads the instructions to her. She understands instantly and can focus on solving the problem.
• Lucas dictates his text to the computer. In 5 minutes, he has produced 15 lines of well-structured and correctly spelled text.

This is not science fiction. These are digital accessibility tools, available NOW, often FREE, and they radically transform the school experience for DYS students.

In this article, we will explore three superpowers of digital technology for DYS students:

1. TTS (Text-To-Speech): The computer reads texts aloud

2. Word prediction: The computer suggests words while typing

3. Voice dictation (Speech-To-Text): The computer writes what is dictated to it

Detailed explanations, practical tutorials, recommendations for free tools. Ready to give superpowers to your students? Let’s go!

Understanding digital accessibility

What is accessibility?

Accessibility means enabling EVERYONE to access information and learning, regardless of their disability or difficulties.

Simple analogy:

A ramp does not “make life easier” for wheelchair users. It simply gives them access to a building they would otherwise not be able to enter.

Similarly, digital tools do not “make learning easier” for DYS students. They provide ACCESS to content that would otherwise be inaccessible to them.

The compensation model

Principle: Use technology to compensate for a deficient function.

Examples:

• Glasses → compensate for vision
• Hearing aid → compensates for hearing
• Text-to-speech → compensates for reading difficulty
• Voice dictation → compensates for writing difficulty

Important: Using these tools does NOT prevent the student from learning. On the contrary, it allows them to learn under better conditions!

Superpower 1: Text-to-Speech (TTS)

What is text-to-speech?

Principle: Software transforms written text into speech (synthetic voice).

How it works:

1. The student selects a text on the screen

2. They click the “play” button

3. The computer reads the text aloud

→ The student no longer needs to decipher, they listen to the text.

For whom? Why?

Dyslexic students:

• Avoid the decoding difficulty
• Access the meaning of the text without the effort of reading
• Can handle complex texts

Dysphasic students:

• Hear the correct pronunciation of words
• Can listen multiple times

Allophone students:

• Hear how words are pronounced
• Associate written and spoken language

All students who are tired or experiencing cognitive overload:

• Less tiring reading
• Better comprehension

Text-to-speech tools

1. Integrated tools (free):

Windows 10/11: Narrator

• Integrated into the system
• Activation: Settings > Ease of Access > Narrator
• Shortcut: Win + Ctrl + Enter

Mac / iPad: VoiceOver

• Integrated into the system
• Activation: System Preferences > Accessibility > VoiceOver
• Shortcut: Cmd + F5

Chromebook: ChromeVox

• Integrated
• Activation: Settings > Accessibility > Enable ChromeVox

Android / iOS: Integrated text-to-speech

• Settings > Accessibility > Text-to-speech

2. Browser extensions (free):

Read Aloud (Chrome, Edge, Firefox)

• Free extension
• Select text, right-click, “Read Aloud”
• Natural voices
• Speed adjustment

Natural Reader (Chrome)

• Free extension
• Highlights the word being read
• Very clear

3. Dedicated software:

Balabolka (Windows, free)

• Reads all types of documents (PDF, Word, web pages…)
• Saves as audio file (MP3)
• Many voices available

NaturalReader (Windows, Mac, paid with limited free version)

• Simple interface
• Very natural voices
• Free version: 20 minutes/day

Voice Dream Reader (iOS, Android, paid ~15€)

• Excellent quality
• Supports PDF, Word, ePub
• Synced highlighting

4. Online tools:

TTSReader.com (free, online)

• Paste text, it is read
• No installation
• Works on any device

How to use TTS in class?

Usage 1: Reading instructions

The dyslexic student listens to the instructions instead of reading them.

Setup:

1. You type the instructions in a Word document

2. The student opens the document on the computer or tablet

3. They activate the text-to-speech

4. They listen to the instructions

Usage 2: Reading long texts

For a literature text, a history document…

Setup:

The student listens to the text while others read silently. Same text, different modality.

Usage 3: Proofreading their own work

The student has written a text. To proofread, they listen to what they have written read by the text-to-speech.

Advantage: They hear their mistakes (missing words, poorly constructed sentences) that they do not see during visual proofreading.

Usage 4: Homework at home

Parents scan the homework or type it. The child listens to it at home.

Practical tips

1. Choose a good voice

Not all synthetic voices are equal. Test different voices and choose the most natural.

Recommended voices (France):

• Windows: Hortense (French)
• Mac: Amélie (French)
• Extensions: Google Voices (very natural)

2. Adjust the speed

Start at normal speed (100%). If the student gets used to it, gradually increase to 120-150% to save time.

3. Use synchronized highlighting

If the tool offers it, activate the highlighting of the word being read. Helps to follow visually.

4. Train the student

Show them how to activate/deactivate the text-to-speech, adjust the speed, pause.

Super-Power 2: Word prediction

What is word prediction?

Principle: While the student types, the software suggests words they might want to write. The student selects the word from the list instead of typing it out completely.

Example:

The student types: “Le ch”

The software suggests:

1. chat

2. chien

3. cheval

4. château

The student clicks on “chat” or types “1”. The complete word appears.

Why is it useful?

For dyslexics / dysorthographics:

• Reduces spelling errors (they choose the correctly spelled word)
• Speeds up writing
• Reduces cognitive overload

For dyspraxics:

• Reduces the amount of typing (less tiring)

For everyone:

• Enriches vocabulary (suggests varied words)
• Reduces typos

Prediction tools

1. Prediction integrated into smartphones/tablets:

iOS / Android: Predictive keyboard

• Automatically activated
• Suggests 3 words above the keyboard
• Tap to select

2. Computer extensions:

Lightkey (Windows, free with paid Pro version)

• Integrates with Word, Outlook, Chrome
• Real-time prediction
• Free version: 3 predictions

3. Dedicated software:

Dicom (Windows, paid ~100€)

• Professional French software
• Prediction + text-to-speech + dictation
• Very powerful but expensive
• Sometimes funded by MDPH

Penfriend (Windows, free)

• Word prediction
• Simple interface

4. Word feature:

Word: Predictive input (from Office 365)

• Native in Word
• Activation: File > Options > General > Enable text suggestions

Use in class

For writing production:

The student types on the computer with prediction activated. They select the suggested words instead of typing everything.

For students who do not know the spelling of a word:

They type the first phonetic letters, the prediction suggests the correctly spelled word.

Example:

The student wants to write “hippopotamus” but does not know the spelling.

They type “ipo” → the prediction suggests “hippopotamus” → they click

To enrich vocabulary:

The prediction sometimes suggests synonyms or more precise words.

Example:

The student types “big” → prediction suggests “huge, gigantic, colossal”

Super-Power 3: Voice dictation (Speech-To-Text)

What is voice dictation?

Principle: The student speaks, the computer writes what they say.

How it works:

1. The student activates the microphone

2. They dictate their text aloud

3. The computer transcribes in real time

4. The text appears on the screen

→ No need to type or write by hand!

For whom? Why?

Dyspraxic students:

• Completely bypass the graphic difficulty
• Can produce long texts without fatigue
• Fluid writing, at the pace of speech

Dysorthographic students:

• The computer spells correctly
• Can focus on IDEAS, not on spelling

Dysphasic students (with moderation):

• Can express their ideas without the act of writing
• BUT: difficulty in formulating orally remains present

All students:

• Faster written production
• Less fatigue
• Longer and richer texts

Voice dictation tools

1. Built-in tools (free):

Windows 10/11: Voice dictation

• Integrated
• Activation: Win + H
• Works in any software (Word, browser…)
• Excellent recognition

Mac: Dictation

• Integrated
• Activation: Fn Fn (press Fn twice) or Edit > Start Dictation
• Very good recognition

Google Docs: Voice typing

• Free, online
• Activation: Tools > Voice typing
• Excellent recognition
• Works on Chromebook, PC, Mac

iOS / iPad: Dictation

• Integrated
• Activation: Microphone icon on the keyboard
• Very natural

Android: Google voice typing

• Integrated
• Microphone icon on the keyboard

2. Dedicated software:

Dragon NaturallySpeaking (Windows, Mac, paid ~200€)

• The most powerful
• Ultra-precise recognition
• Voice commands (formatting, punctuation)
• Learning the user’s voice

Dicom (Windows, paid)

• Combination of dictation + prediction + synthesis
• Designed for DYS

3. Mobile applications:

Otter.ai (iOS, Android, free with limit)

• Real-time transcription
• Cloud backup

Classroom use

For written production:

Typical scenario:

1. The dyspraxic student must write a story

2. You give them access to a computer with Google Docs

3. They activate voice typing

4. They dictate their story

5. The text appears on the screen, correctly written

Result: In 10 minutes, they produced a 20-line text, rich and structured. Impossible by hand.

For short answers:

Questions to be answered in writing:

• The student activates dictation
• They dictate their answer
• Validation

For note-taking:

During an oral lesson, the student dictates the essential points to their computer instead of writing them down.

Practical tips

1. Calm environment

Voice dictation works poorly in a noisy environment.

Solutions:

• Use a headset (reduces background noise)
• Place the student in a quiet corner
• Use while others are doing a silent activity

2. Dictate punctuation

You must dictate the punctuation!

Examples:

• “The cat sleeps period” → “The cat sleeps.”
• “Where are you question mark” → “Where are you?”
• “Hello comma how are you question mark” → “Hello, how are you?”

Tip: Display a cheat sheet with punctuation commands.

3. Training necessary

Voice dictation requires a little adjustment time. The first times, it’s a bit awkward. After a few sessions, it’s smooth.

4. Proofreading necessary

Recognition is not perfect 100%. The student must PROOFREAD (visually or with voice synthesis) to correct errors.

Combining the 3 superpowers

The complete workflow for a dyslexic + dyspraxic student

Situation: Science exercise with text to read + questions to answer in writing

STEP 1: Reading the text

• Voice synthesis reads the lesson text
• The student listens and understands

STEP 2: Reading the questions

• Voice synthesis reads the questions

STEP 3: Writing the answers

• Voice dictation to write the answers
• OR typing on the keyboard with word prediction

STEP 4: Proofreading

• Voice synthesis re-reads the answers
• The student corrects if necessary (with voice dictation or prediction)

→ The student completed THE entire exercise independently, without reading or writing difficulties!

Independence and empowerment

Major psychological effect:

A student who can finally produce a quality text, read complex documents, answer questions… regains confidence in themselves.

“I am not useless. I just need different tools.”

The COCO program as a complement

The COCO THINKS and COCO MOVES program offers educational games with integrated audio instructions.

Advantages:

• Instructions read automatically (integrated voice synthesis)
• The student does not need to read to play
• Active breaks every 15 minutes
• Adapted for DYS students

Usage: Fun complement to accessibility tools to develop skills without the constraint of reading/writing.

Frequently asked questions and objections

“Isn’t that cheating?”

No. It’s compensating for a disability.

If a visually impaired student uses glasses, are they cheating? No, they are compensating for their vision.

Similarly, a dyslexic student who uses text-to-speech compensates for their reading difficulty. They access the content and learn.

“They will never learn to read/write if they use these tools!”

False. The use of digital tools does not prevent the learning of reading/writing.

In fact, it often helps:

• Text-to-speech: The student sees AND hears → reinforces the grapheme-phoneme association
• Voice dictation: The student sees the written result of what they say → reinforces the oral-written link

And above all: The student can CONTINUE to learn while developing their reading/writing skills.

“It’s complicated to install!”

No, most tools are integrated and can be activated in 2 clicks.

Windows: Win + H for dictation

Google Docs: Tools > Voice typing

It’s simpler than you think!

“My student doesn’t have a computer.”

Solutions:

• School tablets
• Loan of a laptop
• Smartphone (all have dictation and TTS)
• Request from the town hall/department (DYS equipment)

Possible funding via: MDPH, personalized schooling project (PPS), adapted educational material (MPA).

Training on digital tools

Training: Supporting students with learning disabilities

This training covers:

• All digital accessibility tools
• Detailed tutorials
• Implementation in the classroom
• MDPH files for equipment

Training: DYS disorders: identify and adapt

Testimonials: When technology liberates

Martin, CM2 teacher

“Emma, severely dyslexic, was in total failure. I installed text-to-speech on a tablet for her. Now, she listens to all the texts and she UNDERSTANDS! She participates, she progresses. Her parents can’t believe it.”

Parents of Lucas, dyspraxic

“Lucas hated writing. Every assignment was a struggle, tears, wasted hours. We discovered voice dictation. Lucas now dictates his homework in 10 minutes instead of 1 hour. And on top of that, his texts are much richer! He has finally regained the joy of learning.”

Emma, 11 years old, dyslexic

“Before, I spent so much time reading that I forgot what I was reading. Now, I listen with the computer’s voice and I understand right away! I love reading now. Finally, I love listening to stories!”

Action plan: Implementing tools in 6 weeks

Week 1: Test text-to-speech

Activate the built-in TTS (Windows/Mac). Test on a few texts.

Week 2: Install TTS extensions

Install Read Aloud on browsers. Train 2-3 DYS students to use it.

Week 3: Test voice dictation

Activate Google Docs with voice typing. Conduct a test with a dyspraxic student.

Week 4: Train the students

30-minute session: How to use TTS and voice dictation? Guided practice.

Week 5: Make available

DYS students have access to a computer/tablet with activated tools during assessments.

Week 6: Involve the parents

Send a tutorial to parents to install the tools at home.

Conclusion: Superpowers at the click of a button

Technology is not the enemy of learning. For DYS students, it is a valuable ally that gives them access to learning.

The three superpowers – text-to-speech, prediction, voice dictation – are available, often for free, and radically transform the school experience.

The goal is not to replace teaching. The goal is to ALLOW learning by compensating for reading and writing difficulties.

Emma may never learn to read as fast as a neurotypical student. But with text-to-speech, she CAN access literature, science, history. She CAN learn.

Lucas may never write neatly by hand. But with voice dictation, he CAN express his ideas, write rich texts, show his skills. He CAN succeed.

So, ready to give superpowers to your students? Activate text-to-speech this week. Test the dictation. Watch the faces light up.

Because technology is magic that really works!

—

Resources for further exploration:

• COCO THINKS and COCO MOVES Program – Integrated audio instructions
• Training: Supporting students with learning disabilities
• Training: DYS disorders: identify and adapt

The superpowers of digital: TTS, prediction, dictation. Activate them!