The tool I would like to share this week is Ginger software. This is a proofreading tool used for students with dyslexia and other reading difficulties. Ginger is a free software that can be downloaded on any computer for free. The software checks for simple grammar errors, like the misuse of there, their, and they’re. It also contains word phrasing and prediction tools to help students construct proper sentences. The software also contains text-to-talk services so that students can hear how their writing sounds. One additional feature of the software is built in practice session based on the mistakes the user makes. This provides personalized learning for each user. The Ginger software can easily be accessed at https://www.gingersoftware.com/. There is a premium plan that can be purchased, but the basic plan comes with grammar checker, sentence rephrase, translation, dictionary, text reader, and the personal trainer.
These tools would be beneficial to self-contained, resource, and inclusion students. This would give students the confidence to write well, without the facing many frustrations normally caused by writing. This tool could also be beneficial to students who are less confident writers. When thinking about inclusion and how it should work seamlessly within a classroom, I believe Ginger software would allow for an easier transition. Before I was a librarian, I was a classroom teacher. Many of my students with IEPs and 504s were able to verbally communicate with me, but struggled to share their ideas through writing. This tool would have allowed them the opportunity to be successful not only orally, but also in written form.
When thinking about inclusion tools like Ginger software, close captioning on videos, Google tools, and other electronic features will be what makes the difference in them being successful or not. We need to set students up for success and using these tools will help in achieving that goal.
761 Informational Technology in the School Library 
Hi Erin,
I haven’t heard of the Ginger software but it sounds interesting! I’m not sure what software students use at the school I work, but they prefer to have the information on their tablet so they can blow it up if they are in general education classes most of the day. However, that’s not all the students, and I also work in a high school! There are a ton of factors there. 🙂 I think this program would work really well if they used this technology in the resource classroom.
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Erin,
This sounds like a fantastic tool to use with students with learning disabilities. I always read my writings aloud to catch mistakes so I love the idea of this reading back student’s writing. I cannot wait to share this tool with our teachers. Sometimes it is so difficult to find useful tools to assist students with writing. In the classroom I used talk to text to help one student with their writing. Ginger sounds like a better choice with some many great things in one place. Thank you for sharing.
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Ashley,
I also used a ‘tool’ in my fourth grade classroom that worked well for editing writing. We called it a ‘whisper phone.’ Basically, it was a piece of curved PVC pipe. Students would whisper their story or piece of writing into the phone. The PVC pipe amplifies the sound without making your classroom super loud. My students love them and it costed me very little. By mid-year students would use them without me even suggesting it. (I know this isn’t technology based, but thought it would be cool to share.)
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I love this resource! I can see how it would be an immense asset to my students who struggle with writing complete sentences and struggle with correct diction in formal writing. I often feel as if I am “correcting too much” when they show me their work. It can be uncomfortable because often their content is creative and excellent; only the syntax and grammar need so much help. If students used Ginger before they turned in their work, they would feel more agency over their writing process. The Ginger tool could allow them to catch mistakes and clean up sentences before turning work in to the teacher, thus empowering them in being their own editors.
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