http://http://www.comp.dit.ie/dgordon/Courses/ResearchMethods/Exercises/E4/ATMildDisabilities.pdf
Assistive Technology and Mild Disabilities (2006)by Dave L. Edyburn is an excellent article that looks at how Assistive technology can help students who struggle with learning. Please pay attention to pages 24 and 25. Here Edyburn cites links that can help students who are riddled with reading, vocabulary and other issues. I find this extremely helpful. You can add sites that you have also found useful....
For those who may not click on the link, I quote:
Aligning Assistive Technology Resources, Strategies, and Tools with Common Instructional Challenges Experienced by Students with Mild Disabilities.
Instructional Challenge Assistive Technology Resources, Strategies, and Tools.
MEMORY
Difficulty remembering iPing http://www.iping.com to complete tasks (A service that sends reminders via email, pager, phone, or fax)
READING
Poor decoding/fluency ReadPlease http://www.readplease.com
interferes with comprehension (Free software; teach students to copy and paste text so they can listen)
Key to Access http://www.premier-programming.com (Accessibility software on a pocket-size USB drive goes everywhere)
Kurzweil 3000 http://www.kurzweiledu.com (A scan and read system that converts printed text into digital text)
Read and Write Gold http://www.texthelp.com (A software suite designed to support the struggling reader/writer)
Solo http://www.donjohnston.com (A software suite designed to support the struggling reader/writer)
Difficulty with the volume SparkNotes http://www.sparknotes.com of reading demands (A collection of notes, resources, summaries, and study aids)
Cognitive Rescaling http://www.uwm.edu/~edyburn/ Cognitiverescaling.pdf (A how-to document on making summaries with Microsoft Word)
Difficulty reading grade level Windows to the Universe http://www.windows.ucar.edu/ curriculum materials (Features multi-level reading material on space)
StarChild http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.htm l (Features multi-level reading material and audio version of level 1)
Ben’s Guide to US Government http://bensguide.gpo.gov/ (Features multi-grade level reading material on government)
Poor vocabulary makes Visual Thesaurus http://www.visualthesaurus.com it difficult to access ideas (Software and web site to graphically display synonyms and more)
Voycabulary http://www.voycabulary.com (Converts any web page into clickable text to access definitions)
Merriam-Webster Toolbar http://www.m-w.com/tools/toolbar (Adds a dictionary to your web browser)
CURRENT EVENTS
Low reading level makes it difficult to access News 2 You http://www.news-2-you.com (A subscription service that provides a weekly newsletter with symbols)
current events 9 http://9.yahoo.com (A free 4 minute daily video of what’s new and noteworthy)
Newsmap http://www.marumushi.com/apps/newsmap/newsmap.cfm (Access news via a color coded map)
Ten by Ten http://www.tenbyten.org/ (Access news via a 10x10 grid of photos that represent the news story)
WRITING
Difficulty planning/organizing Assignment Calculator http://www.lib.umn.edu/help/calculator/
The tasks associated with a (An innovative tool to break a large project into manageable daily tasks) research project
So You Have to... http://www.ri.net/schools/East_Greenwich/research.html (A teacher created web site with step by step guidance and resources)
Difficulty getting ideas on Inspiration, Kidspiration http://www.inspiration.com
Paper to get started (Graphic orgnizers provide a great way to brainstorm and organize)
Graphic organizers http://www.eduplace.com/graphicorganizer/ (Ready to reproduce graphic organizers)
Difficulty in the process of PixWriter http://www.slatersoftware.com/pixwriter.htm l
Composing written work (A word processor designed for emerging readers and writers)
Scholastic Keys http://www.tomsnyder.com (Provides developmental and cognitive access to Microsoft Word)
Co:Writer http://www.donjohnston.com (A predictive word processor)
iDictate http://www.idictate.com (A dictation service; dictate over the phone, receive draft via email)
MATH
Difficulty with computations
WebMath http://www.webmath.com (Free calculating tool that supports math from grade to graduate school)
Difficulty with math Interactive Math http://matti.usu.edu/nlvm/nav/vlibrary.html
Concepts (Free online virtual math manipulatives, makes the abstract concrete)
(Edyburn, 2006, p.24-25)
Monday, July 5, 2010
A mini success story... let's hope he continues to find the help he needs!
Here are some strategies I employed in a literacy intervention with a Form 5 student named Shane. The intervention lasted four weeks and proved successful because his fluency, prosody and oral comprehension skills had improved thereafter. Unfortunately, this was not enough for him to be successful in his CSEC O’Level exams. I was amazed when his mum told me that no one ever tried to help him before. I have continued to work with him, although less frequently since he is no longer a student at my school, and he is now enrolled in an adult literacy class. Maybe the next time around his CSEC results will improve.
Perhaps you can share some strategies that you feel can work with students who are faced with reading challenges
Strategies Employed in the Intervention:
Several strategies were employed for this intervention. These are:
1. Echo Reading and Modelling-
Echo reading and Modelling, where I first read the passage and he repeated it, were used to develop fluency and prosody. Here Running Records were taken to track his progression in fluency. This strategy proved to be effective when I worked with Shane, because the Running Records showed consistent improvement until he got to the level of Independent Reading.
2. Repeated Reading-
This occurs when the child reads a selected piece of material multiple times. This was also employed as a strategy to develop fluency and prosody. The Multidimensional Fluency Scale was also employed when a new passage was introduced and at the end of the repeated readings to track fluency progression. This too was an effective strategy, since, based on this scale, Shane’s fluency progression consistently improved from the first to the last reading of the selected passage.
3. Vocabulary Development-
At various points during the administering of the lessons, vocabulary was discussed. No assessment tools were used to test vocabulary. Instead for the purposes of this study, vocabulary was discussed in order to increase comprehension skills. Dictionary meanings were generated but I spent much time discussing the vocabulary in the context in which it was used. Shane created a portable word wall on my advice, and listed the words there. Based on his consistent improvement in the Reading Sample Scale, I believe that the discussion of difficult vocabulary words helped demystify some comprehension issues in the passages, so that his comprehension skills developed.
4. Developing Oral Comprehension Skills-
Shane’s fluency and his difficulty with vocabulary were negatively affecting his comprehension skills. Thus after various attempts at reading, and the discussion of vocabulary, he was asked questions that tested his comprehension skills. The Reading Sample Scale was employed at the end of the first attempt to read the selected passage and then after he mastered the passage. His consistent improvement in the Reading Sample Scale proves that this strategy was effective.
5. Reading Familiar material and then Unfamiliar Material-
For this type of intervention Clay (1985) advocates first reading familiar material and eventually progressing to reading unfamiliar material (p.275). While Clay intended this to be a gradual progression, spanning much more than four weeks, I still attempted these strategies because I felt that reading familiar material initially would help build Shane’s fluency and confidence, and once he was at a comfortable level we would then move on to unfamiliar material.
REFERENCE:
Clay, M. (1985). Reading: The patterning of complex behaviour. Auckland, New Zealand: Heinemann
Perhaps you can share some strategies that you feel can work with students who are faced with reading challenges
Strategies Employed in the Intervention:
Several strategies were employed for this intervention. These are:
1. Echo Reading and Modelling-
Echo reading and Modelling, where I first read the passage and he repeated it, were used to develop fluency and prosody. Here Running Records were taken to track his progression in fluency. This strategy proved to be effective when I worked with Shane, because the Running Records showed consistent improvement until he got to the level of Independent Reading.
2. Repeated Reading-
This occurs when the child reads a selected piece of material multiple times. This was also employed as a strategy to develop fluency and prosody. The Multidimensional Fluency Scale was also employed when a new passage was introduced and at the end of the repeated readings to track fluency progression. This too was an effective strategy, since, based on this scale, Shane’s fluency progression consistently improved from the first to the last reading of the selected passage.
3. Vocabulary Development-
At various points during the administering of the lessons, vocabulary was discussed. No assessment tools were used to test vocabulary. Instead for the purposes of this study, vocabulary was discussed in order to increase comprehension skills. Dictionary meanings were generated but I spent much time discussing the vocabulary in the context in which it was used. Shane created a portable word wall on my advice, and listed the words there. Based on his consistent improvement in the Reading Sample Scale, I believe that the discussion of difficult vocabulary words helped demystify some comprehension issues in the passages, so that his comprehension skills developed.
4. Developing Oral Comprehension Skills-
Shane’s fluency and his difficulty with vocabulary were negatively affecting his comprehension skills. Thus after various attempts at reading, and the discussion of vocabulary, he was asked questions that tested his comprehension skills. The Reading Sample Scale was employed at the end of the first attempt to read the selected passage and then after he mastered the passage. His consistent improvement in the Reading Sample Scale proves that this strategy was effective.
5. Reading Familiar material and then Unfamiliar Material-
For this type of intervention Clay (1985) advocates first reading familiar material and eventually progressing to reading unfamiliar material (p.275). While Clay intended this to be a gradual progression, spanning much more than four weeks, I still attempted these strategies because I felt that reading familiar material initially would help build Shane’s fluency and confidence, and once he was at a comfortable level we would then move on to unfamiliar material.
REFERENCE:
Clay, M. (1985). Reading: The patterning of complex behaviour. Auckland, New Zealand: Heinemann
Wednesday, June 30, 2010
How Parents/Guardians can help foster an environment that supports reading...
Here are some suggestions with respect to how parents/guardians can help encourage reading for the struggling adolescent reader. Any thoughts you may have is welcome!!!
Parents/Guardians of reading-challenged adolescents can employ several strategies to encourage the development of their reading. One simple strategy is to observe what interests the child and ensure that there are magazines, books, newspapers or any other written pieces on the topic, around the home so that he/she can read them in his free time. It is important here to not judge the child and make selections that one may think is best for him, but to get literature on topics of interest to him.
Parents can also foster the appropriate environment for reading. One strategy is to create a reading space at home, where there is an abundance of books, free of television and radio, where the child will be able to read. It is important for parents to remember that a computer with internet access provides a world of reading material for the child, so that this can become part of the reading space. Each day reading time should be set aside, even if this means limiting television viewing to make time for reading. Parents can also become role models for the child by themselves reading every day. If they read aloud to the child and tell stories, they will be helping him to develop his reading competence.
Most importantly however, parents need to encourage and praise them for their efforts. Having an adolescent child who is struggling with reading is indeed very worrisome, and parents may become frustrated with the situation and in turn rebuke the child. However, parents must empathise with their children and encourage their efforts by words of praise. Indeed, once given the proper instruction and surrounded by people who support and encourage him, the struggling adolescent reader will certainly improve.
Parents/Guardians of reading-challenged adolescents can employ several strategies to encourage the development of their reading. One simple strategy is to observe what interests the child and ensure that there are magazines, books, newspapers or any other written pieces on the topic, around the home so that he/she can read them in his free time. It is important here to not judge the child and make selections that one may think is best for him, but to get literature on topics of interest to him.
Parents can also foster the appropriate environment for reading. One strategy is to create a reading space at home, where there is an abundance of books, free of television and radio, where the child will be able to read. It is important for parents to remember that a computer with internet access provides a world of reading material for the child, so that this can become part of the reading space. Each day reading time should be set aside, even if this means limiting television viewing to make time for reading. Parents can also become role models for the child by themselves reading every day. If they read aloud to the child and tell stories, they will be helping him to develop his reading competence.
Most importantly however, parents need to encourage and praise them for their efforts. Having an adolescent child who is struggling with reading is indeed very worrisome, and parents may become frustrated with the situation and in turn rebuke the child. However, parents must empathise with their children and encourage their efforts by words of praise. Indeed, once given the proper instruction and surrounded by people who support and encourage him, the struggling adolescent reader will certainly improve.
Pink Floyd - Another Brick in the Wall, Pt. 2 with lyrics
Maybe this is what our frustrated, reading-challenged kids are thinking...
Monday, June 21, 2010
What is appropriate instuction for a child who is faced with reading challenges?
Hi! I am Nikiesha Charlene Noohar-Bisram. I have been a High School Language Arts teacher for close ten years now. My career started in the year 2000, when all students writing SEA were guaranteed a place in a Secondary School. This was the year “Education for All” was coined in Trinidad and Tobago. Throughout my career I have often met students who are faced with various literacy challenges. I have taught those who could not read basic sight words and those who could read the words but did not understand what they were reading. I have felt frustrated over the years because I did not know how to help them. Not surprisingly, literacy has always been a matter of interest to me. After attending workshops, I have tried strategies to help these kids, but I believe that I have met little success. My attempts have been random acts and I never implemented a formal programme that would help the students develop their literacy skills over time.
It was the birth of my son however, that was the impetus for my desire to become a reading specialist. I wanted to ensure that if, God forbid, he was faced with some form of a reading challenge, that I would know, in no uncertain terms, how to help him. I wanted to ensure that there would be no more random acts of trying to help kids with literacy challenges; that I would possess the knowledge that would be required to help them.
Lee and Neal (1993) state:
There are many students who struggle with grade level assignments and are forced to read at frustration level each school day...their reading skills improve little from year to year and in effect they fall further behind their peers. Some of them are labelled learning disabled and slow learners but the inescapable fact is that they have the potential to learn if they receive the appropriate instruction. (p. 276-282)
What does appropriate instruction really entail for a child like this???
It was the birth of my son however, that was the impetus for my desire to become a reading specialist. I wanted to ensure that if, God forbid, he was faced with some form of a reading challenge, that I would know, in no uncertain terms, how to help him. I wanted to ensure that there would be no more random acts of trying to help kids with literacy challenges; that I would possess the knowledge that would be required to help them.
Lee and Neal (1993) state:
There are many students who struggle with grade level assignments and are forced to read at frustration level each school day...their reading skills improve little from year to year and in effect they fall further behind their peers. Some of them are labelled learning disabled and slow learners but the inescapable fact is that they have the potential to learn if they receive the appropriate instruction. (p. 276-282)
What does appropriate instruction really entail for a child like this???
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