Module 2: The basics (common commands) (20min)

Reading 1: Screen reader shortcuts

Screen readers provide many shortcuts for navigating and interacting with elements on a webpage. Some common shortcuts include the following.

A sighted user can usually scan a webpage without reading all of the content to identify sections of content, shared regions, headings, and points of interest. These screen reader shortcuts allow blind and low vision users to scan a document and glean similar information.

A note on differences between VoiceOver and NVDA

Both VoiceOver and NVDA are similar in many ways, but are also very different.

Reading 2: Review and try out the basics (10min)

Review commands for your screen reader.

Activity 1: Try and discuss shortcuts

  1. Navigate to the the W3C WAI website
  2. Try out some of the commands and try to navigate to different elements on the page
  3. When your group is ready, demonstrate to your instructor:
    1. How to navigate by headings
    2. How to navigate by links
    3. How to navigate to navite static content such as paragraphs
    4. How to open a list of elements
    5. How to navigate to different regions of the page, such as the main or footer.
    6. How to make the screen reader shut up (stop the current announcement)

Reading 3: Screen reader modes (10min)

Most Windows and Linux based screen readers have a concept of 'modes'. VoiceOver does not have a concept of 'modes'. In its simplest form, screen readers offer two modes of operation.

Activity 2: Try and discuss screen reader modes

  1. Navigate to the the ARIA Authoring practices tab example
  2. Tab to the first tab and then use arrow keys switch tabs
  3. When your group is ready, call your instructor over and answer the following questions
    1. Why did NVDA switch modes automatically? What benefit does this give the end user?
    2. After selecting another tab, how do you navigate to the tab panel?
    3. How does this experience differ for VoiceOver users? If no one is using VoiceOver in your group, find someone who is or ask your instructor to demo it.
    4. What semantics were conveyed in the tab example?