The remarkable diversity of the technology currently available to
enhance the reading process mirrors the wide range of students and
their individual learning styles who use and benefit from that
technology. Within the preceding pages I have outlined a variety of
items - software and hardware - that is being used in our own county.
Some of the technology I have described included software that produced
line drawings, photographs, text and visuals simultaneously, graphic
organizers, moving visuals, and also had voice output or voice-to-text
capabilities. There were devices that could be operated with the single
touch of a toe, graphics which could be altered for individuals with
visual impairments, as well as hardware that required a full range of
motion such as a regular keyboard. In addition, software was described
that was designed solely to address specific aspects of literacy -
phonemic awareness, rhyming, word prediction, word matching,
comprehension, inference and so on, The items that I outlined have a
wide range of uses, not only to meet the needs of students with
disabilities but also other individuals who simply learn better when
more senses are engaged.
None of these items replace the teacher, they are merely resources that provide the educator with more strategies and manners by which to address the many aspects of reading development. Since the process of reading is itself so complex involving sight, reciprocity, sound, memory and even touch, it is important to note that no one piece of software or hardware is going to be the 'perfect' match for a single individual. In order to learn how to use technology effectively, the educator must first use many traditional pedagogical skills, such as appropriate assessment techniques. Assessment is important not only to find out the current reading levels of the individual, but also to match the type of software or hardware to the student's cognitive and physical abilities. On-going monitoring of the student by the teacher is often needed. For example, within the Essential Skills Phonemic software, a child can jump into higher level tasks without teacher approval, while the Wiggle Works programs allow educators some control related to which screens can be accessed.
Depending on the needs of both the student and the educator, certain software might be purchased that tests and rates the student�s progress related to each task, on behalf of the teacher. (computer managed) The various programs have their strengths and weaknesses. For example, although talking text-to-voice software like Kurzweil or Wynn3.5 is wonderful, someone has to take the time to scan entire books in order for students to use them. A considerable amount of time is also required for voice recognition software to learn the nuances of a student�s speech patterns in order to type his/her words. Not only the price of the technology, but also the portability of the items, the difficulty of using them and the availability of technological support must be taken into consideration. It is no use sinking hundreds or thousands of dollars into equipment, if the individual is not going to benefit in a number of environments. Since reading occurs in many settings, ideally, any software or hardware that is used should be available wherever the individual goes, including every class, the home and the community. Training may also be needed for parents in order for them to help the individual use the devices in the home.
One of the important things that I learned while researching this project was that many layers of technology are often required for one individual in order to effectively address his/her current needs as well as evolving progress. For example, while TextHelp software and Kurzweil software (used in conjunction with the Word Perfect program) offer some similar features, one teacher told me that she preferred to use both at the same time because the TextHelp program was best for its word prediction capabilities, while Kurzweil, she felt, was superior for a particular student who required the print to speak. Some students merely need the pages of more challenging books scanned into a speaking software program, while they practice the strategies of reading using lower level material. Similarly, children who may be non-verbal, might find the Writing with Symbols program an excellent tool when performing some reading skills but also require the interactive and modified keyboard of the Intellitools Balanced Literacy program with its recorded speech, rather than a synthetic voice, in order to master other skills.
In some cases, the simplest solutions are the best. Using a scanner you can copy pictures or drawings from a text and then rearrange them to use in a number of exercises that emphasize the sequence of both visuals and the written summaries. There are a huge number of applications for both a digital camera or a video camera in the classroom. (see Appendix). A speaking individual may merely need the visuals offered by a Boardmaker program to enhance his/ her comprehension skills when a new passage is introduced; later these prompts can be faded. While the Phonics Tutor program is black and white, and has no fancy coloured graphics, it also, because of its highly predictable and repetitive structure, may be the best match for children who become distracted with too much stimuli. There are times that the mere use of a desk-top publishing program, such as Corel Word Perfect, or the use of the internet is enough to sustain a child�s interest. Whole books can be accessed on web sites (see Appendix). The world wide web can be utilized as a research tool, a dictionary or a thesaurus. The PowerPoint program is a wonderful way to present information and it may not only engage a reluctant teen, but also allow him/her to shine and exhibit an area of personal strength. Many adolescents are much more versed in the use of these forms of technology than adults, and they have an enviable ease when adding music, visuals and even animation to their expressive products. The Web also offers a number of resources to educators including lesson suggestions, electronic (speaking books) and interactive mini games or literacy aids that reflect many of the components of the more expensive commercial software programs.
Technology can in no way be a substitute for the human judgment of an effective teacher, and the interaction of a classroom. Teachers still need to choose engaging material, identify the qualities of books and reading that make them valuable in our lives, model how to use reading strategies and how to perform research, in addition to teaching for understanding. Technology is merely a tool to enhance this process. The act of matching the individual to the tool is often a team effort that includes teachers, Occupational Therapists, Speech therapists and Augmentative Communication specialists. Even when this level of professional collaboration is not required, educators must themselves be educated in the many aspects of obtaining, mixing, matching, maintaining and using technology effectively to meet the needs of the individual in his/her environments.
Unfortunately, unless this type of support and knowledge is present, the true value and potential of technology and its relationship to the reading process is often never fully realized in the classroom or in the community.
Graves, M. Fostering High Levels of Reading and Learning in Secondary Students. Reading Online. Accessed from the World Wide Web: www.readingonline.org/articles/graves February 2, 2003.
Guthrie, J. (2000). Contexts for Engagement and Motivation in Reading. From the Handbook of Reading Research: Vol. III. Reading Online. Accessed from the World Wide Web: www.readingonline.org/articles, February 2, 2003.
Kraayenoord, C. Moni, K., Jobling, Anne. (November, 2001) Putting It All Together: Building a Community of Practice for Learners with Special Needs. Reading Online. Accessed from the World Wide Web: www.readingonline.org/articles/, February 2, 2003.
Morrell, E. (September, 2002) Toward a Critical Pedagogy of Popular Culture: Literacy Development Among Urban Youth. Journal of Adolescent and Adult Literacy.
Pressley, M. (2000) . Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon. Reading Online. Accessed from the World Wide Web: www.readingonline.org/articles/, February 2, 2003.
Roblyer, M.D, Bennett, E. (2001) The Fifth Literacy: Research to Support a Mandate for Technology-based Visual Literacy in Preservice Teacher Education. Journal of Computing in Teacher Education. (17) 2.