DaveM

Sept. 21 Dave’s project ideas:
 * 1) To get Ghost Reader program installed on four of the school computers. Seems that after the summer break and return of the machines for updating- the program was deleted. Classroom computers don’t have the proper operating system, only 10.2.
 * 2) Have used the Ghost Reader program in prep. work for the NECAP testing. Was able to download two of the released items for reading. Did have to “tweak” them for spelling /pronunciation. I did this in Word – then had to divide into paragraphs, etc. A lot of work. Trouble arose in that the new releases are PDF files. I have a scanner- have scanned Reading and Writing but can’t seem to get the reader to work with them. It seems that I need assistance in getting this done in an easier fashion. Susan H. suggested saving them as HTML – but there isn’t that choice. HELP!!!!
 * 3) Have used the MacinTalk program in the classroom with varied reactions. Short pieces have been created and read by several students. Time seems to be a factor. As of yet, only those who are proficient typists are able to create anything usable.
 * 4) As the year progresses, I would like to piggy-back on the shared WCKBookBloggers site . Final pieces would be critiqued by students before their final publishing and addition to the website. MacinTalk is on all classroom computers. Will need to train class in its use.
 * 5) Have been using the Wordly Wise vocabulary program with the fifth grade. After telephone calls – found out they have a website that is accessible by students to listen to the various lesson word list and definitions on–line. Pronunciation is clear- all definitions are read. Toggle buttons below the site page allow stop-start-pause. Company also offers a CD for each of the reading selections for each lesson- but these are not available in text form. Made suggestion that they create access to the written reading selections– or- offer a reader site which could be used in the same manner as GhostReader. (If they come up with this—it was my idea)
 * 6) More to come-

Monday response: For students with disabilities, technology is the great equalizer. Today’s article discusses many of the new technologies that are available to be used in the classrooms and accessible to the public through the internet. Using the new technologies offers many advantages for students with disabilities. Students can review a clip or review information as many times as necessary. Being able to play, pause, read the captioning, practice, and review the material presented helps students learn sound-concept relationships. I can only assume that it will also help with comprehension of material. One technology we are learning about, text to speech software, shows students text as they hear it read aloud. New research shows some students with LD do not process what they hear as quickly as other students. But if a word can be slowed down, they child then can learn it. New technology is making it possible for students who do not read or speak the ability to access the Web.This technology is revolutionizing the way students with physical disabilities use computers. I also felt the distinction drawn between the “Assistive” and “Instructional” technologies – what was referred to as the gray area between the AT and IT -has increased and many technological advancements overlap in the presentation and delivering of informational material. By learning about and gaining access to these new technological advancements in education, we will be better prepared to meet the needs of all students in our classrooms. ps. liked the ability to take notes as I listened to the text - able to stop,think, write, continue. Like the technology- will see how I will apply it to my teaching.

Tuesday's response

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The concept of automaticity, referring to a student's ability to recognize words rapidly with little attention required to the word's appearance, and the ability to read words by sight automatically, is the key to skilled reading. How many struggling readers have I had over the years? How many painful “out loud “ readings? Too many. It’s no wonder they read less text than peers and have less time to remember, review, or comprehend the text. Any technical means available to help them become better readers, - to help them retain text in their memories, and ability to attain the same goals, would be helpful.======

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Difficulty also cited was for those students who level of decoding skill is lower than their oral language abilities. Some of the hope I see in using the technology of Ghostreader would help students follow text as it was read, follow the highlighted written words, and would allow access to reading material they would be unable to read by themselves independently-within a reasonable set time.======

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Decoding, phrasing, intonation –all come with repeated practice in reading. The flow and speed- the “shifting” of gears through different types of reading, all help to make more proficient readers. Having access to reading material – along with word study (phonics), vocabulary, comprehension skills, writing, reading together, decoding, and fluency are all areas cited to help improve and make slower readers more proficient. Again, I’m in favor in trying any addition to the repetoire of teaching methods to help students to learn and become better readers.====== Wednesday's response

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Reflection on the day.Just as I was beginning to feel that my cup was about as full as it could get, along comes another day in which new ideas flourished: My cup runneth (sp.?) over. The articles “Assessing Reading Fluency” and “Put Reading First “ both gave a plethora of information about techniques and methods to try to help reach struggling readers. It was interesting to read some of the comments from our class from the night before and today’s discussions about what individuals were currently using, what they felt had helped their students, and what they felt worked. Some of the teaching programs mentioned seemed to have been used by a few individuals in their classrooms. It was good to hear some of the negatives along with the “tweaking” that had been done so that the implementation of them would be successful. The “Great Leaps” program has been used, – and didn’t have that great of an opinion given by those who had experience with it. “Read Naturally” seems to be a program that some teachers like, and those currently using it gave the opinion that it did help students to increase their fluency. The charting portion of the program keeps kids engaged and excited about the progress they have achieved. Speaking to individuals in and outside of this class, the opinion is that they, and their students, seem to like it. In listening to Pat’s, an academic support person in our school, comment about our school,- when asked where most help could be given,- the overwhelming response from the primary teachers had been “fluency”. I guess this week’s information will help in that respect.- Will employ -he skim/ scan techniques, seems that we used to teach this at one time..... New Technology – Smart Board After seeing the Smart Board, --I am frustrated and “bored” with my White Board. I also want a new phone, laptop, new---fuel-efficient automobile, significant pay raise, etc… The technological growth continues and is slowly forcing us to adapt. I may not be the savviest native, but I am realistic in seeing the cost of these items and realize the expense in purchasing these can be overwhelming for a small school. What I currently have may not have is all the new the bells and whistles, but my hope is that I will be able to keep abreast of new teaching techniques, and will be able to achieve positive results.