The document discusses how adding symbols to texts can help those with autism or other special needs, like Peter who has hyperlexia, to better understand written words. It notes that while Peter can read anything fluently, he has no understanding of word meanings, but symbols added to texts have allowed him to learn what the texts are about and start reading with comprehension. The document also mentions that technologies to aid reading comprehension are often most needed by those least able to access them.

1. Chris Abbot
Bruna Pinto
Débora Leite
Fernanda Moraes

2.  “Previous generations have grown up in a world
circumscribed by text”
 “ …contemporary texts are more likely to privilege
the image in ways which are new, but also in ways
which provoke debate.

3. Peter... has an autistic spectrum disorder and is
hyperlexic. He is a very fluent reader but although
he is able to read anything, even very complex
material, he has no understanding of what words
mean. Staff at his school added symbols to his
texts, from which he has been able to learn what
the text is about and to begin to read with some
understanding.
(Abbot 2000a:10)

5. Clever come climb computer

6. to read to break to write we/us

7. foot kite dog mummy

8.  Schools
 Centers for people with special needs

9.  Many people of those people who have most to
gain from such technologies are often those least
able to get access to them.

10.  “ Recognize that the present generation of young
people expect their learning resources to be
multimedia, individualized and not over-reliant on
word-based text. “

11. ABBOTT, C. Writing the visual: the use of graphic
symbols in onscreen texts. p.31-46. In: SNYDER,
I. Silicon literacies. London, New York: Routledge.
2006
ACE Centre advisory trust. Disponível em:
http://atschool.eduweb.co.uk/acecent/html/res02.html
accessed on May 1st, 2012