Eight Digital Tools for Atypical Learners

Technology tools are available for a great many purposes and target varied student populations. Below is a list of eight tools, some may be familiar, but some may be inspiration for new discoveries. Learning about what there is to use with students as technology evolves can be quite exciting (or daunting); so, here is a brief breakdown of some of the literacy tools I have found/used that may be of interest to other second language and early literacy educators.

1. Lexia Core5 Reading

Lexia Core5 Reading is one literacy tool available to k-6 schools that offers skill level breakdown of each student in easy to read reports that may help guide teachers’ instruction. The website claims to have a user-friendly interface, but there is no sample page to explore. Lexia offers print resources for live instruction to compliment the online offerings. Costs for Lexia Core5 are $40/student/year for schools or $175/student/year at home. It is one of the more expensive options for adaptive instructional tools that include progress monitoring, which may be prohibitive for some settings (Arabo et al., 2017).

The intuitive student program identifies and targets individual student needs, making differentiated assignments an effortless part of instructional support. Accented speech and cultural/ethnic variations are respected through the program, and native language support is available. This is particularly important for their targeted subpopulation of emergent bilinguals. However, it is unknown to what extent cultural norms and variations are introduced to students who may be learning to navigate those differences in their lives.

The platforms lessons are aligned to CCSS and a variety of English language proficiency scales created in the United States by English language assessment consortia, but there is no evidence that it follows nationally and internationally respected second language acquisition scales, life the Common European Framework of Reference (CEFR) or the American Council for the Teaching of Foreign Languages (ACTFL). There is promising data of positive student outcomes using Lexia Core5 (Arabo et al., 2017; Costa Cruz & Kickhöfel Alves, 2022), and the gamified platform with incentives built in definitely holds student interest.

1. Amira Learning

Amira is less costly, at $20/student/year. The targeted student groups include at risk readers and emergent bilinguals in grades k-6. The intuitive AI tutor automatically and continuously adjusts to individual student needs, making teachers’ role minimal in differentiation.

Amira incorporates cognates in student’s first language, and includes some native language support available. As a part of its assessment menu, there is a dyslexia screener. Utah saw significant outcomes using Amira’s gamified platform with incentives built in (Wright et al., 2023).

With Amira, prescribed pathways are decided by the AI. Not much customization available to the teacher, if any, and there are no individual accounts evident for homeschool. There is no evidence that Amira is aligned to inter/national standards of second language proficiency (CEFR/ACTFL) or to what extent cultural variations are a focus.

1. iReady Reading

iReady will cost $30/student/year and is geared toward early childhood and pre-/emergent readers. There is a placement assessment and regular growth checks that automatically appear to students. Students who do not successfully complete a couple of lessons within a certain skill will have that section closed to them until a teacher intervenes. iReady tracks progress and has support for enhancing student skills even without other interventions/services (Chen et al., 2023). 

Some teacher customization is available as teachers can select certain skills to assign to students within the program.

This platform is also gamified and includes built in incentives. Though the platform is similar to some other in this way, in my current position, students find it less interesting than Lexia or IXL (discussed later). There are no multilingual supports, and it does not appear to be aligned to inter/national standards of second language proficiency (CEFR/ACTFL). To what extent cultural variations are a focus is unclear.

1. DuoLingo

DuoLingo, an online, intuitive platform geared toward second language learners who already have some literacy skills in their first language is a FREE option. They also have a paid subscription that eliminates ads for varying rates. There is a language-specific instructional path that has speech recognition to support pronunciation.

Teachers can track student points and lesson completion, but there is not an evident cultural knowledge focus (as a user myself). However, it is aligned to CEFR and ACTFL language standards, and students find the instruction engaging and effective (Purwanto & Syafryadin, 2023). Teachers can assign lessons within the available curriculum, and it is also a gamified platform with incentives built in. DuoLingo is very focused on oral communication and does not (yet) support extensive reading comprehension.

1. ABCmouse

ABCmouse will cost users $15/month/student or $60/year/student and is available to schools and for home use. Early childhood, pre-/emergent, and at risk literacy students are the target population. AI guides lessons on the learning path in a gamified platform with incentives built in. The intuitive program targets differentiated support for individuals, which has been shown to accelerate growth in literacy especially for below average initial scores (Thai & Ponciano, 2016). The interfaces on computer and mobile do not look the same, which may cause confusion with small children.

1. Lu Interactive Playground

Lu Interactive Playground has only a one time fee, but it could be prohibitive for small settings with a price tag of $21,000 for the Lu Uno device. This tool would work well for all learners but would particularly support kinesthetic learners. It offers multimodal learning as an essential, embedded piece of this immersive technology. Lu offers a gamified whole-body experience with content that is completely customizable. Teacher created presentations can be added into a shared lesson database. So, although the cost and space requirements may be a bit much, Lu is definitely a tool to consider.

1. IXL

IXL is the last gamified platform on our list. It will cost $10/student/month for families or $349/<25 students/year. You can target struggling learners and/or advanced learners because of the flexibility in assigning lessons given to the teacher that enable previous grade level or higher grade level work. The platform offers students immediate feedback, bite-sized lessons, leaderboards for student competition, and is available in Spanish. The only drawback for IXL is the lack of progress monitoring available.

1. Raz-Kids

Raz-Kids costs $135/year/class and is a support for at-risk readers, bilingual readers, typical readers. The Learning A-Z website offers teacher training in using the tools related to leveled readers, like running records, and multilingual books are available for bilingual learners. Though using this platform is not as effortless as the AI tools listed above, it offers a more interpersonal way of developing literacy between teacher and class/individual. Support for its use, especially with teacher manipulation of quizzes, is evident in a study that showed great student success (Kara, 2024). The program can be used for multilingual literacies with multiple tools offered for many readers.

Table 1

Eight Digital Tools Comparison

References

Arabo, M., Budd, J. S., Garrison, S., Pacheco, T. (2017). The right tool for the job: Improving reading and writing in the classroom. Thomas B. Fordham Institute.

Chen, I.-C., Kuo, N.-C. & Smith, B. (2023). Exploring the Impacts of Community Services on Student Reading Achievement in a Title I School. School Community Journal, 33(2), 115–132.

Costa Cruz, M. & Kickhöfel Alves, U. (2022). Development of phonological awareness skills in English (L2) in the use of the Lexia Core5 Reading platform: A process analysis from the theory of complex dynamic systems. Diacrítica, 36(2), 100–120. https://doi.org/10.21814/diacritica.4806 

Kara, S. (2024). The Impact of Teacher-generated Quizzes of Raz-Kids in Cultivating Primary School Students’ Reading Skills. Arab World English Journal, 15(4), 110–126. https://doi.org/10.24093/awej/vol15no4.8 

Lexia Reading. What Works Clearinghouse Intervention Report. (2009).

Purwanto, A. A., & Syafryadin. (2023). Students’ Perception on Using Duolingo for Learning English Vocabulary. Journal of English Teaching, 9(1), 70–82.

Thai, K. P. & Ponciano, L. (2016). Improving outcomes for at-risk prekindergarten and kindergarten students with a digital learning resource. Journal of Applied Research on Children: Informing Policy for Children at Risk, 7(2).

Wright, A., Durfee, M., MacKay, D., & Su, S. (2023). Utah’s early intervention reading software program report. The Utah State Board Of Education. 

Bringing Web 2.0 Tools into the Classroom

Teachers, we all know social media is everywhere and a constant in many teens’ lives at this point. Employing the skills students already possess, or are generally ready to learn (Grant, 2019), is working smarter instead of harder. Especially when working to engage students in blended, flipped, or distance learning contexts (Çakan Uzunkavak & Gül, 2022; Jena et al., 2020).  

Several Web 2.0 tools have been found to have positive effects on student engagement, levels of participation, and self-confidence. These include SlideShare, YouTube, WhatsApp, Padlet, and other social media networks (Çakan Uzunkavak & Gül, 2022; Grant 2019; Jena et al., 2020; Jong & Tan, 2021). From personal experience, Prezi and storytelling apps, like SockPuppets, are also good options.

Modeling, modeling, and more modeling will ensure that students understand expectations and processes and can explore and create more independently for the entirety of the course (Johnson et al., 2023). So, careful planning and practice are a part of a teacher’s responsibility beforehand. Be confident in yourself with the tool. Explore your thinking while using a tool to note where someone (perhaps even us as the users) could get stuck or confused. Once you understand as the teacher how to best use these tools and engage learners in the tech-savvy world in which they were born, assisting students in their explorations, publication, and growth of knowledge will be a win (Çakan Uzunkavak & Gül, 2022; Grant 2019; Jena et al., 2020; Jong & Tan, 2021).

References

Çakan Uzunkavak, M., & Gül, G. (2022). The Contribution of the Activities Prepared with Web 2.0 Technologies to the Level of Learning. GIST Education and Learning Research Journal, 24, 95–117. 

Grant, D. G. (2019). Predicting Web 2.0 use among US teens—Expanding the power of the skill, will and tool model. British Journal of Educational Technology, 50(6), 3405–3419. https://doi.org/10.1111/bjet.12745 

Jena, A. K., & Bhattacharjee, S. & Devi, J., & Barman, M. (2020). Effects of web 2.0 technology assisted slideshare, YouTube and WhatsApp on individual and collaborative learning performance and retention in tissues system. The Online Journal of Distance Education and e-Learning, 8(1), 25-36. 

Johnson, C. C., Walton, J. B., Strickler, L., & Elliott, J. B. (2023). Online Teaching in K-12 Education in the United States: A Systematic Review. Review of Educational Research, 93(3), 353–411. https://doi.org/10.3102/00346543221105550 

Jong, B., & Tan, K. H. (2021). Using Padlet as a technological tool for assessment of students writing skills in online classroom settings. International Journal of Education and Practice, Conscientia Beam, 9(2), 411-423. 10.18488/dergi.61.2021.92.411.423

My Advice to Prospective Educators

Today’s classrooms are not as one without experience would imagine. There is no set of students without diversity: diverse learning styles, diverse cultural backgrounds, diverse linguistic abilities, diverse personalities, etc. To best be of service to each and every one, a teacher must be open-minded, have a stable emotional self, and must always desire to do tasks well (Kim et al., 2019). The ability to motivate others is key (Al-wossabi, 2022). Understanding Culturally Responsive Teaching (CRT) (Johnson & Chang, 2012) and social justice (Meaney et al., 2022) are essential in every classroom,live or virtual. Congratulations, you have chosen an impossible career (Harrison, 2021) with innumerable rewards unless you’re looking for financial rewards (Thomas,2019). You’ve also chosen a career path where you’ll have to fight against long held myths and systems that do not serve all who enter into the institution of public education (Carnevale et al., 2019). 

Student populations that will need you most are those of color, those living in poverty, and those who speak a language other than English (LOTE) at home. I need you to be prepared to support these learners to the fullest of your ability because I am one of them. As a Native American who grew up in poverty with a single mother, I was more at-risk than other students. Teachers made a difference for me, and I need you to go out and do that for others. To do that properly, you will have to overcome the inefficacy of your teacher preparation program to address the needs of every student (López & Santibañez, 2018) and see every child as having limitless potential because your high expectations will motivate these students (Al-wossabi, 2022; Carnevale et al., 2019). 

Learning about how systems are not equitable to all and striving to make your environment one of acceptance and safety can make a huge difference in the daily possibilities of your young scholar (Johnson & Chang, 2012; Meaney et al., 2022). “Confronting and dismantling systems of oppression in schools is important, but disproportionality has not one cause” (Marsh & Walker, 2022, p. 89). Learn about how generational trauma can impact the perception and interactions with students of color and indigenous students (Harrison, 2021). Be aware of your cultural identity and background and how you may be perceived to your students. Learn about the history, cultures and lived experiences of your students; so, you can better plan and deliver what they need to grow (Johnson & Chang, 2012; Marsh & Walker, 2022). Remember that “[w]ords are intertwined with culture” (p. 20) and that prompts students receive in class should reflect cultural respect (Meaney et al., 2022). Understanding your students, especially those of color (if you are not), is a difficult task. You will need to be willing to be vulnerable, acknowledging your ignorance and possible privilege, and not be afraid to come together with those in their community (Marsh & Walker, 2022). “The seemingly innocuous policies and processes within urban schools can emerge as the connective tissue for criminalization and the school-to-prison nexus that disproportionately affects Black boys in the United States” (p. 86).

This is not a career to jump into lightly. Teachers have student well-being and outcomes in their hands; however, there are factors that may never be fully overcome in the classroom like the lack of systematic support to truly give students from low socioeconomic backgrounds the ability to reach their true potential (Carnevale et al., 2019). “Achievement is not merely a function of innate ability, but a cross product of a child’s inherent talent and the environment (the general social and material context) that determines the long-term development of potential abilities” (p. 8). Teachers have to be ready to provide a level playing field for at-risk populations. That means writing grants, research to continue developing yourself and your skillset, collaboration with teachers who are positive, not those complaining in the teachers’ lounge (Kowalski, 1996). My children are part of the 4% who are from a lower socioeconomic family situation who have one parent with a Bachelor’s degree. Are you willing to ensure my children learn to see themselves as successful adults through not only their learning opportunities but through how your relationship with them evolves?

What you read here may be enough to make you reconsider this choice of becoming an educator. Can I handle knowing I have an influence over the future success or failure of human beings? Do I have the determination to be good at this every day? Am I willing to invest myself in students as if they are my own while they're on my roster and possibly beyond that time? If you don’t ask yourself these questions as you go through your coursework, get closer to being one of the most important people in many children’s lives, and each day that you stand before a classroom, you should rethink this journey. Your personality, strength of character, and sheer will are going to determine your success and your impact. It’s a heavy responsibility that will go home with you on the daily. I wish you strength, courage, and endless compassion.

References

Al-wossabi, S. A. N. (2022). Advancing Motivation and Aptitude Research in Relation to Teachers’ Practices and Successful L2 Learning Outcomes. Theory & Practice in Language Studies, 12(12), 2605–2613. https://doi.org/10.17507/tpls.1212.17 

Azer, Samy. (2005). The qualities of a good teacher: How can they be acquired and sustained?. Journal of the Royal Society of Medicine, 98(2), 67-69. https://doi.org/10.1177/014107680509800211 

Carnevale, A. P., Fasules, M. L., Quinn, M. C., Campbell,K.P. (2019). Born to Win, Schooled to Lose. Georgetown University Center on Education and the Workforce. 

Harrison, N. (2021). Learning in the presence of others: Using the body as a resource for teaching. Educational Philosophy & Theory, 53(9), 941–950. https://doi.org/10.1080/00131857.2020.1835645 

Johnson, M. A., & Chang, D. (2012). Balancing Act: Addressing culture and gender in ESL classrooms. Journal of Adult Education, 41(1), 19-26. 

Kim, L.E., Jörg, V. & Klassen, R.M. (2019). A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Education Psychology Review 31, 163–195. https://doi.org/10.1007/s10648-018-9458-2 

Kowalski, R. M. (1996). Complaints and Complaining: Functions, antecedents, and consequences. Psychological bulletin, 119(2), 179–196. https://doi.org/10.1037/0033-2909.119.2.179 

López, F., & Santibañez, L. (2018). Teacher Preparation for Emergent Bilingual Students: Implications of Evidence for Policy. Education Policy Analysis Archives, 26(32–37), 1–43. https://doi.org/10.14507/epaa.26.2866 

Marsh, L. T. S., & Walker, L. J. (2022). Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban “No-Excuses” Charter School. Teachers College Record, 124(2), 85–116. https://doi.org/10.1177/01614681221086444 

Meaney, T., Fyhn, A. B., & Graham, S. R. W. (2022). Unfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous students. Educational Studies in Mathematics, 109(3), 549–565. https://doi.org/10.1007/s10649-021-10089-2 

Sadaf Umer Chhapra, Saba Naz, Mehmood Usmani, & Adil Mohiuddin. (2018). Analysis of Students Perception about Teachers’ Personality in the Academic Achievement. Tarbiya : Journal of Education in Muslim Society, 5(1), 101–115. https://doi.org/10.15408/tjems.v5i1.7098 

Thomas, J. N. (2019). The big short. School Science & Mathematics, 119(8), 429–431. https://doi.org/10.1111/ssm.12377