Beyond Text to Speech: Strategies to Support Increased Reading Comprehension

Aaron Marsters, Ed.D Assistive Technology Specialist Department of Defense Dependents Schools-Europe aaron.marsters@eu.dodea.edu

Why change?

Learning Outcomes

Key Facets of Guided Reading

Modeled reading Lessons and books based on the model of differentiated instruction
Engaging materials across genres

Explicit goals for instruction

Project based activities

Prompt hierarchy provides support

Integrated strategy instruction Discussions lead to higher level understanding Connect literature to self, books and the world

Combination of heterogeneous and homogenous groupings

Time for independent choice and reading options

Data driven decisions

Good Readers
Vocabulary

Attend Strategies

Prior knowledge Text features Context

Revise
Active Question Predict Metacognition Purpose Summarize Learning differences interfere with good instruction Lack access to materials Lack quality or intensity of instruction

Self Correct
Connect

Struggling Readers

The Promise of Digital Text

What is Strategy Instruction?

Explicit Instruction Tools Techniques Integrate Generalize Success

Strategy Examples

Strategy Instruction is Part of Integrating Technology!

Strategies: Can be embedded into the lesson/file Can be supplemental to the lesson Should be explicitly taught!

Examples: model, list, mnemonics, targeted feedback, talk aloud, selfmonitor, goal setting, self reinforcement, Pocket Mods, SQR3, etc.

Whats Works?

Teaching Strategies
Reciprocal Teaching
Dialog Explicit Instruction Predict, Question, Summarize, Clarify Model, model, model Work through the strategies together

Guided practice
Gradual shift of responsibility Independent use of strategy

Teaching Strategies
Transactional Strategy Instruction

Guided Small Group Strategy Instruction: discuss, clarify, visualize, summarize, provide background knowledge, predict, question

Summary of Reading Comprehension Research

Predict and activate background knowledge

Questioning

Predict and Activate Background Knowledge

Example:
Internet

Use:
Video Images Voice Blogs Podcasts Student resources Games Teacher professional resources Hyperlinks Vocabulary/Definitions

Key Features/Where to Find:

Flexible Interactive Immense Engaging

Voice recordings

Record and revise predictions (Very powerful with peers)

Software Internet Mobile apps Smart pens Hardware

Graphic Organizers

Visualize and organize predictions Software and background knowledge. Internet Mobile apps

Techmatrix

Additional Resources

Questioning
Example Support:
Internet

Use:
Web 2.0 (blogs, wiki, Voicethreads, message boards, screencasts)

Key Features/Where to Find:

Flexible Interactive Immense Engaging

Summary and outlines

Reading Software Scaffold: Voice notes Text notes Highlights Bubble notes Embedded cues/supports Software Internet Mobile apps Integrated Word prediction Bookshare Curricular resources CAST Reading A-Z Online Software

E-text

Additional Resources

Summary of Reading Comprehension Research

Visualize

Monitor, clarify and repair

Visualizing
Example Support: Internet Use: Image search Drawing Creating Modifying Create or modify a variety of mixed media Writing with symbols Create visual representation of events or concepts Key Features/Where to Find: Flexible Interactive Immense Engaging Software Mobile apps Integrated Software Mobile apps Paper

Creativity Software

Graphic Organizers

Camera

Real life examples

Accessible Easy to share

Additional Resources

Monitor, Clarify and Repair

Example Support: Use: Key Features/Where to Find:

Internet

Summary guides Examples and resources Dictionary/Thesaurus

Short and useful

Reading Software

Scaffold use of: Voice notes Text notes Highlights Bubble notes Bookmarks Dictionary/Thesaurus

Software Mobile apps Integrated

Procedural guides

Embedded or external cues/supports

Hyperlinks Pocket guides Mnemonic strategies

Summary of reading Comprehension Research

Retelling Inference

Inference
Example Support:
Internet

Use:
Summary guides Access to background knowledge Professional resources Scaffold use of: Voice notes Text notes Highlights Bubble notes Bookmarks

Key Features/Where to Find:

Short and useful

Reading Software

Software Internet Mobile apps Integrated

Differentiated texts

Combination of narrative and expository texts that are not too easy or hard.

Additional Resources

Cognitive rescaling Bookshare Curricular resources CAST Reading A-Z Online Software

Retelling
Example Support:
Internet

Use:
Summary guides Auto Summary tools Video Podcasts Multimedia Scaffold use of: Voice notes Text notes Highlights Bubble notes Bookmarks Note taking guides Images to support text Create visual representation of events or concepts Embedded or external cues/supports

Key Features/Where to Find:

Flexible Interactive Immense Engaging Software Internet Mobile apps Integrated

Software

Graphic Organizers

Software Mobile apps Paper Hyperlinks Pocket guides Mnemonic strategies Posters

Procedural Guides and Strategies

Additional Resources

Remember:

or
Books Worksheets

Summary of reading Comprehension Research Reciprocal

TSI Instruction Multiple strategies Context

Improved Reading Comprehension

Develop an Action Plan

Student
Environment

Task
Tools

Technology Does Not Replace Instruction

Quality Instruction

Technology

Success

Assessment

Questions? Discussion?

Online Resources

http://bit.ly/azatread

References
Comprehension Instruction, 16-24. Retrieved from http://www.netxv.net/pm_attach/67/TRIComprehension_Instr.pdf. Dalton, B., Pisha, B., Eagleton, M., Coyne, P., & Dysher, S. (2001). Engaging the text: Strategy instruction in a computer-supported reading environment for struggling readers (OSESP project final report). Wakefield, MA: Center for Applied Special Technology. Dalton, B., & Proctor, C. P. (2007). Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 421-439). Mahwah, NJ: Lawrence Erlbaum Assoc Inc. Duke, N & Pearson, D. (2003). What research has to say about reading, International Reading Association Inc. 3rd Edition Edyburn, D.L. (2007). Technology enhanced reading performance: Defining a research agenda. Reading Research Quarterly, 42(1), 146-152. pdf Gierach, J. (2009). Assessing students needs for assistive technology: a resource manual for school district teams. 5th Edition Luke, E.D (2006). The power of strategy instruction. Evidence for Education 1(1), 1-12.

References Continued
Texas Assistive Technology Network. (2012, May, 2). Retrieved from http://www.texasat.net Texas Educational Agency. (2002). Comprehension Instruction, 9-12. Retrieved from http://www.netxv.net/pm_attach/67/TRIComprehension_Instr.pdf. Universal design for learning. (2012, May, 2). Retrieved from http://www.cast.org Wahl, L & Duffield, J. (2005) Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd 1-11 WATI (2009). Assessing students Needs for assistive technology. www.wati.org