Click to Read: Life Skills consists of four entertaining, colorful, related stories which use SymbolStix to build vocabulary, encourage early literacy and support comprehension. Students can hear the story read to them in a cause and effect mode, expand meaning of text and picture symbols in an interactive mode, and can then demonstrate their understanding by arranging the symbols to retell the story in any of three reading levels. Each story also comes with three Show What You Know activities - Bingo, Concentration and Vocabulary practice.
Picture It helps emerging, beginning and struggling readers with approximately 6,000 Literacy Support Pictures. Picture It software has evolved to version 4, which includes text-to-speech, easy importing.
Experimental and control groups of first graders at risk for learning disabilities. Experimental group used IntelliTools Reading. All were pre and post tested for knowledge of onset, rime, word identification, phonemic awareness, and writing. Experimental group made significant gains in some areas.
The satalight™ is an Assistive Technology Interactive Learning Station, accessible to people with significant physical and/or learning disabilities, including those in wheelchairs. The ADA wheelchair compliant satalight™ offers multi-sensory stimulation, allows for annotation and touch on an interactive whiteboard with a high output projector and has the capability to incorporate additional components.
Assistive technology is guaranteed by law to be included when appropriate on individualized education plans (IEP) for young children with disabilities. Yet, the full potential of technology remains unfulfilled due to insufficient knowledge of options available, limited professional development, and a dearth of evidence on its effectiveness for particular daily routines and activities. This article describes a proactive strategy for meeting the needs of young children with disabilities through an assistive technology toolkit approach.
DaisyQuest is a computer program that teaches and provides practice in synthetic and analytic phonological reading skills. Researchers found young children trained on DaisyQuest had significantly greater phonological awareness gains than children without training. Children trained on a more developed version significantly outperformed a matched group on three phonological awareness measures.
The study examined the information gained from two methods of administering group reading inventories, a computer versus a traditional paper-and-pencil approach. These reading inventories were given to place learners in one of three instructional groups: teacher directed, dyadic, or independent. Has implications for the differentiation of instruction.
This study describes an investigation into the integration of Waterford Early Learning program into first grade literacy curriculum and the reading and writing achievement of the students in classrooms with the program and control classrooms without the program.
Examines the effectiveness of two computer programs designed to increase phonological awareness in young children. Finds that at-risk or struggling children who received computer-administered phonological awareness instruction and children who received teacher-delivered phonological awareness instruction showed a significant increase in phonological processing over that of the instructional technology control group. Reading.
This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article reports on the effects of the PictoPal intervention on pupil literacy and communication skills. Two small-scale studies were conducted.