Computer-Based Reading Programs for At-Risk Learners Children with disabilities face a variety of challenges when learning to read. Some students experience processing disorders, some have auditory or visual deficits, still others have gross or fine motor disabilities. Computer technology is adept at addressing all of these issues by the nature of its flexible and extensible application. As a relatively low-cost solution for providing specialized instruction, integrating computer technology is a particularly attractive solution for students with dyslexia and who are at-risk for reading disorders (Torgesen, Wagner, Rashotte, Herron, & Lindamood, 2009). Torgesen, et al. (2009) further examined the methodology for implementing CAI in the classroom with at-risk students and found that when students were prepared through teacher-led explicit instruction, they derived even greater benefit from the practice and enhanced instruction offered by computer-based programs. A study by Campbell and Mechling (2009) contributed to the area of research on multisensory instruction by looking at the use of the SMART board technology for providing such instruction. The study targeted incidental learning relating to letter sounds and names, a foundational skill for acquiring phonological awareness and learning the alphabetic principle. Participants were primary grade students with learning disabilities. The results of the study were positive and suggest that the students were able to efficiently learn the desired information through a combination of hearing, seeing, and touching the letters on the screen (Campbell & Mechling, 2009). Still other researchers have found that computer-assisted instruction is effective for improving learning outcome... ... middle of paper ... ... kindergartners' achievement. Reading Psychology, 28(5), 443-467. doi:10.1080/02702710701568488 Underwood, J. M. (2000). A comparison of two types of computer support for reading development. Journal of Research in Reading, 23(2), 136. Retrieved from EBSCOhost. Villaume, S., & Brabham, E. (2003). Phonics instruction: Beyond the debate. Reading Teacher, 56(5), 478. Retrieved from EBSCOhost. Wilson, J., & Colmar, S. (2008). Re-evaluating the significance of phonemic awareness and phonics in literacy teaching: The shared role of school counsellors and teachers. Australian Journal of Guidance & Counselling, 18(2), 89-105. doi:10.1375/ajgc.18.2.89 Wohlstetter, P., & Malloy, C. (2001). Organizing for literacy achievement: Using school governance to improve classroom practice. Education and Urban Society November 2001 vol. 34 no. 1 42-65. doi: 10.1177/0013124501341004.
...dren developing early reading. As the guidance which comes with the Primary National Strategy framework states, schools “put in place a systematic, discrete programme as the key means for teaching high-quality phonic work” (DfES & PNS, 2006, p. 7). By teaching children to decode it helps them to develop their early reading and sets them up with skills to tackle almost any unknown word. There are many programmes which school choose to follow such as the government provided ‘Letters and Sounds’ or other schemes such as ‘Jolly Phonics’ or ‘Read Write Inc.’. Though there are many different companies’ schools can choose to follow the breakdown of how phonics should be taught is the same in all: phonics should prepare children to be able to decode any word they come across and teach itself in a multisensory way, one that interests the children and helps them to learn.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
Everyone seems to be in agreement that phonics is an important element in teaching a student to read. In the article, What We Know About How to Teach Phonics by Patricia M. Cunningham and James W. Cunningham, they discuss what is known about teaching phonics. Then, the authors give some suggestions that would benefit both teacher and student in regards to phonics as well. In response to what we already know, students need cognitive clarity with anything they are learning. Basically, they need to know the end goal and what they are going to do to get there. Next, students should always be engaged in the material that is presented to them. This way they are fully interested in learning. Third, material needs to be multi-level to meet the needs
Torgesen, J. K., & Mathes, P. G. (1998). What Every Teacher Should Know about Phonological Awareness. Florida State Department of Educaiton, Divison of Schools and Community Education Bureau of Instructional Support and Community Services.
"The Verdict Is In: Phonics Is the Way to Teach Reading." Ashbrook. Ed. Terrence Moore. N.p., Jan. 2004. Web. 12 Nov. 2013.
Instructional planners should design a variety of experiences that will allow active participation of the learners. The gap that exist between the level at which students with learning disabilities perform as well as the demands of the curriculum that they normally are expected to cover is wide. As a result, incorporating instruction design and technology in their learning will certainly go a long way. Ginsberg and Karen (2008)argues that technology, whether instructional or assistive, has however, played uneven role within the individuals with learning disabilities since it was started. Moreover, technology can be said to be in a constant state of flux, and consequently, several authors have indicated the need to have appropriate experimental testing of the interventions. Currently, a number of schools are seeking to improve learning outcomes of the students while employing certain instructional design and technology theories not only to guide but also to enrich the literacy instruction for the students with disabilities. This article hence discusses the common instructional design and technology theories and models relevant for individuals with disability.
Phonics is a very systematic approach to teaching reading that involves the breaking down of words into smaller parts. This process is called decoding. It focus...
Emerging readers need to have understanding of the literacy elements. These readers need to have knowledge of what letters are and that letters make sounds. They also need to have knowledge that letter sounds form words in order to be a developing early reader. Children should and need to having phonemic and phonological awareness to become excellent readers. Phonological awareness consists of skills that typically develop gradually and sequentially through the late preschool period (What is Phonological Awareness?, 2013). They are developed with direct training and exposure. It is the teacher’s job as well as the parent’s job to help and aid in forming this awareness. This essay will explain what emerging literacy is, the
Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits,7(1), 39–62.
Literacy acquisition is an important part of the curriculum and students development in early years’ education. Teaching and learning in literacy is complex process, however development of early literacy concepts will give students an advantage and help their overall literacy learning. This essay will examine phonics, considerations to make when deciding what to teach, and what approaches are effective in the teaching of phonics and how students early literacy experiences affect the development of phonics concepts. The Department of Education, Science and Training (2005) states that many teachers are unclear about teaching phonics and use many different methods, which are not based on evidence and research (p. 14). Early literacy, particularly
Phonological awareness and phonics are closely connected in teaching young children, firstly we need to understand what phonics is. Phonics is a method of the teaching smallest unit of sound in the English language, not only repressed by one letter but also between patterns and sound-letter relationship. Phonics is the sound that
Wyse, D. and Goswami, U. (2008) Synthetic phonics and the teaching of reading, British Educational Research Journal, 34 (6), pp.691-710
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,